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LOISETTE" EXPOSED

(MARCUS DWIGHT LARROWE, alias SILAS HOLMES, alias
ALPHONSE LOISETTE.)

TOGETHER WITH

LOISETTE'S COMPLETE SYSTEM OF

Physiological Memory

THE INSTANTANEOUS ART OF NEVER FORGETTING

TO WHICH IS APPENDED A

BIBLIOGRAPHY OF MNEMONICS

1325-1888

G. S. FELLOWS, M.A.

cot»YBia-HT, laee

On sale at every bookstall and news-stand in England and America

Seat, post-paid, by the publishers, to any address within the Postal Union
on receipt of Is. or 23 cents ; cloth, 2s. or SO cents

NEW YORK
G. S. FELLOWS & CO.

"PKOFESSOK" LOISETTE'S SYSTEM.

44 The Professor [Loisette] tells us that he believes his system Ms
destined to work as great a revolution in educational methods as Har-
vey's discovery of the circulation of the blood in physiology/ but it is
difficult to see how this is to be effected while it is kept a secret." —
David Kay.

"It [Loisette's Method] certainly differs in some respects from other
systems, inasmuch as what are known to other mnemonists as * keys '
and ' associations ' appear here under other names." — Middleton.

" The theory of association as given by psychologists has not a leg to
stand on. . . . The justification of the law of contiguity is equally
absurd." [With the law of similarity.]— Loisette.

" The Loisettian art of never forgetting uses none of the ' localities,'
4 keys,' * pegs,' * links, 1 or associations of Mnemonics." — Loisette.

( * I have never taught my ay stem to a mnemonical teacher or author / " —
Loisette.

DE. PICK'S SYSTEM.

*' Pick's method is a thoroughly practicable one, and is now largely
used. Loisette, rather curiously, is the only mnemonist who condemns
Pick. "—Middleton.

*' It was while engaged in physiological studies at Prague, that Dr.
Pick first systematized the art of memory, and he has been enabled to
render that quality of the mind almost independent of physical organ-
ization." — The Lancet^ London, Nov. 10, 1860.

Dr. Pick calls his own method " this practical system of Mne-
monics."

" . . . With a view of showing how a true association of ideas
assisted the memory, he [Dr. Pick] applied a test to his audience, and
asked them to associate the following ideas : Memory or remembrance,
history, wars, revolutions, gunpowder, explosions, steam, railways, ce-
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng-
land, progress, civilization, Chinese missionaries, church, Reformation,
Germany, Guttenberg, printing, and newspapers. Having only once
enumerated these ideas, he requested the audience to repeat them in
their consecutive order, then backwards, and afterwards indiscrimi-
nately. This was done successfully, and the audience seemed to be sur-
prised with their own proficiency. '» — From Report of Dr. Pick's lecture
at Oxford University, Morning Post, London, Nov. 25, 1859.

'LOISETTE" EXPOSED

\/[ | (MARCUS DWIGHT LARROWE, alia* SILAS HOLMES, alias
ALPHONSE LOISETTE.)

TOGETHER WITH

is
Ts f LOISETTE'S COMPLETE SYSTEM OF

Physiological Memory

THE INSTANTANEOUS AET OF NEVEE FORGETTING

TO WHICH IS APPENDED A

BIBLIOGRAPHY OF MNEMONICS

1325-1888

G. S. FELLOWS, M.A.

On sale at every bookstall and news-stand in England and America

Sent, post-paid, by the publishers, to any address within the Postal Union
on receipt of Is. or 25 cents; cloth, 2s. or SO cents

NEW YORK
G. S. FELLOWS & CO.

PKOFESSOR" LOISETTE'S SYSTEM.

4 'The Professor [Loisette] tells us that he believes his system 'is
destined to work as great a revolution in educational methods as Har-
vey's discovery of the circulation of the blood in physiology/ but it is
difficult to see how this is to be effected while it is kept a secret." —
David Kay.

*'It [Loisette's Method] certainly differs in some respects from other
systems, inasmuch as what are known to other mnemonists as ' keys '
and ' associations ' appear here under other names." — Middle ton.

" The theory of association as given by psychologists has not a leg to
stand on. . . . The justification of the law of contiguity is equally
absurd." [With the law of similarity.]— Loisette.

"The Loisettian art of never forgetting uses none of the * localities,'
4 keys,' * pegs,' * links, 1 or associations of Mnemonics." — Loisette.

( ' I have never taught my system to a mnemonical teacher or author ! " —
Loisette.

DE. PICK'S SYSTEM.

*' Pick's method is a thoroughly practicable one, and is now largely
used. Loisette, rather curiously, is the only mnemonist who condemns
Pick."— Middleton.

Dr. Pick calls his own method " this practical system of Mne-
monics."

"... With a view of showing how a true association of ideas
assisted the memory, he [Dr. Pick] applied a test to his audience, and
asked them to associate the following ideas : Memory or remembrance,
history, wars, revolutions, gunpowder, explosions, steam, railways, ce-
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng-
land, progress, civilization, Chinese missionaries, church, Reformation,
Germany, Guttenberg, printing, and newspapers. Having only once
enumerated these ideas, he requested the audience to repeat them in
their consecutive order, then backwards, and afterwards indiscrimi-
nately. This was done successfully, and the audience seemed to be sur-
prised with their own proficiency. ,y — From Report of Dr. Pick's lecture
at Oxford University, Morning Post, London, Nov. 25, 1859.

/loisette- exposed

\/[ I (MARCUS DWIGHT LARROWE, alias SILAS HOLMES, alias
ALPHONSE LOISETTE.)

TOGETHER WITH

'is

*is f LOISETTE'S COMPLETE SYSTEM OF

Physiological Memory

THE INSTAOTANEOUS ART OF NEVEE FORGETTING

TO WHICH IS APPENDED A

BIBLIOGRAPHY OF MNEMONICS

r i

' : 1325-1888

G. S. FELLOWS, M.A.

On sale at every bookstall and news-stand in England and America

Sent, post-paid, by the publishers, to any address within the Postal Union
on receipt of Is. or 25 cents; cloth, 2s. or SO cents

NEW YORK
G. S. FELLOWS & CO.

"PKOEESSOR" LOISETTE'S SYSTEM.

"It [Loisette's Method] certainly differs in some respects from other
systems, inasmuch as what are known to other mnemonists as ' keys '
and ' associations ' appear here under other names." — Middleton.

14 The theory of association as given by psychologists has not a leg to
stand on. . . . The justification of the law of contiguity is equally
absurd." [With the law of similarity.]— Loisette.

"The Loisettian art of never forgetting uses none of the * localities,'
4 keys,' * pegs,' ' links/ or associations of Mnemonics." — Loisette.

* ' I have never taught my system to a mnemonical teacher or author ! "—
Loisette.

DR. PICK'S SYSTEM.

u Pick's method is a thoroughly practicable one, and is now largely
used. Loisette, rather curiously, is the only mnemonist who condemns
Pick."— Middleton.

Dr. Pick calls his own method " this practical system of Mne-
monics."

" . . . With a view of showing how a true association of ideas
assisted the memory, he [Dr. Pick] applied a test to his audience, and
asked them to associate the following ideas : Memory or remembrance,
history, wars, revolutions, gunpowder, explosions, steam, railways, ce-
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng-
land, progress, civilization, Chinese missionaries, church, Reformation,
Germany, Guttenberg, printing, and newspapers. Having only once
enumerated these ideas, he requested the audience to repeat them in
their consecutive order, then backwards, and afterwards indiscrimi-
nately. This was done successfully, and the audience seemed to be sur-
prised with their own proficiency . "—From Report of Dr. Pick's lecture
at Oxford University, Morning Post, London, Nov. 25, 1859.

"LOISETTE" EXPOSED

(MARCUS DWIGHT LARROWE, alia* SILAS HOLMES, alias
ALPHONSE LOISETTE.)

TOGETHER WITH

LOISETTE'S COMPLETE SYSTEM OF

Physiological Memory

THE INSTANTANEOUS AET OF NEVER FOEGETTING

TO WHICH IS APPENDED A

BIBLIOGRAPHY OF MNEMONICS

1325-1888

G. S. FELLOWS, M.A.

On sale at every bookstall and news-stand in England and America

Sent, post-paid, by the publishers, to any address within the Postal Union
on receipt of Is. or 25 cents ; cloth, 2s. or SO cents

NEW YORK
G. S. FELLOWS & CO.

^P-JLJL 5S4-S.SS.xfc

\oU ^WCucA^

COPYMGHT, 1888

By G. S. FELLOWS.

CONTENTS.

PAGE

Preface 5

Introductory 7

Loisette's Claims 9

Physiological Memory 11

Interrogative Analysis 12

loisette compared with ari8totle, fauvel-gouraud. and

Others 13

Use and Abuse op Memory 17

Dr. Edward Pick's System 18

Syllabus op Dr. Pick's Lectures 26

Commendations op Dr. Pick's System (1853-1887) .... 27
Loisette System:

Part I. Recollective Analysis . 29

Part II. Supplement to Recollective Analysis 58

Part III. Recollective Synthesis 86

Part IV. Predicating Correlation 116

Part V. The Instantaneous Gordian Knot 143

Part VI. The Certainty of Never Forgetting 169

Appendix to Loisette System 199

Bibliography op Mnemonics (1825-1888) 207

Penetralia 217

More Light, 221

Index 223

PREFACE.

The so-called Loisette System here presented, compute, has hitherto
cost from Five to Twenty-five Dollars and the signing of a con-
tract binding to secrecy in the penal sum of Five Hundred Dollars.
If the system is worthless that fact should be made known. If it is all
it claims to be, the whole world ought to have the benefit of it, and at
last can have it, and at a price within the reach of the millions. Here
it is, and the intelligent public can judge for themselves.

The contract signed by the writer is null and void, being obtained
under false pretences as to what the system was, as set forth in the fol-
lowing pages.

Loisette's alleged copyright is paralleled only by the plea of a de-
fendant, charged with keeping a vicious dog, which had bitten the
plaintiff : 1st. It couldn't have been his dog, because his dog was tied.
2d. It couldn't have been his dog, if he was not tied, because he hadn't
any teeth. 3d. He hadn't any dog.

As to the copyright :

1st. Sets have been issued in this country without the word "copy-
right."

2d. Enquiry at the office of the Librarian of Congress elicits the in-
formation that, as the conditions of the copyright law have not been
fulfilled, there is no copi/right.

3d. The pamphlets were first publislied in England, hence the copy-
right here would be invalid though all the conditions had been com-
plied with.

Jggf" Every student of the Loisette System will confer a favor by
sending to the publishers a postal card bearing his name and address.

Washington, D. C, June, 1888.

I^TEODUCTORT.

It should be stated, by way of explanation, that the author has no
interest in any Memory System whatsoever, and is actuated solely by
that keen sense of justice and innate love of liberty, characteristic of
every true American.

The history of the evolution of this volume may not be without in-
terest. The coming of "Professor" Loisette to Washington was pre-
ceded by vague rumors that the " Professor " was a ** fraud." Never-
theless the writer decided to test his " unique and original system,"
with the determination, should it prove fraudulent, of thoroughly ex-
posing his imposture. Every lecture was faithf ully attended ; and this
was more than enough to awaken distrust of the *' Professor," however
great the value of his system. Evidence began to accumulate. The
article ' ' Memory " in Chambers' Cyclopedia contained the essential
principle of his system. Dr. Holbrook's invaluable work " How to
Strengthen the Memory," quoting copiously from Dr. Pick, furnished
still further proof, and Dr. Pick's own work completed the chain of
evidence.

It was determined to call a public meeting of all who had studied
the Loisette System, and entertain the assembled company by reading,
in the presence of representatives of the Press, these, interesting and
significant articles, with many more quite as suggestive. The plan was
endorsed with enthusiasm, by many of the most prominent citizens of
Washington. Then, to add to the interest of the occasion, a printed
copy of these articles was to be put into the hands of every member of
the class. Finally, to render the exposure complete, the publication of
the entire Loisette System along with it was undertaken, and is now
commended to the careful consideration of all interested in the cause
of justice and fair play.

The author lays small claim to originality in this little work. He
has scarcely done more than search out and connect the links in the
chain of evidence. He would be the last to decry a system which has
already proved of such value to many thousands, but if it has such
merit, let honor be paid to whom honor is due.

Corrections of errors, and suggestions, will be gratefully received, and
will be given due consideration for the next edition, soon to appear.

"PKOFESSOK" LOISETTE'S SYSTEM.

4 'The Profeesor [Loisette] tells us that he believes his system 'is
destined to work as great a revolution in educational methods as Har-
vey's discovery of the circulation of the blood in physiology,' but it is
difficult to see how this is to be effected while it is kept a secret."—
David Kay.

"It [Loisette* s Method] certainly differs in some respects from other
systems, inasmuch as what are known to other mnemonists as ' keys '
and ' associations ' appear here under other names." — Middle ton.

" The theory of association as given by psychologists has not a leg to
stand on. . . . The justification of the law of contiguity is equally
absurd." [With the law of similarity.]— Loisette.

"The Loisettian art of never forgetting uses none of the ' localities,'
* keys,' * pegs,' ' links,' or associations of Mnemonics." — Loisette.

* 1 1 have never taught my system to a mnemonical teacher or author ! "—
Loisette.

DR PICK'S SYSTEM.

*' Pick's method is a thoroughly practicable one, and is now largely
used. Loisette, rather curiously, is the only mnemonist who condemns
Pick."— Middleton.

" It was while engaged in physiological studies at Prague, that Dr.
Pick first systematized the art of memory, and he has been enabled to
render that quality of the mind almost independent of physical organ-
ization." — The Lancet, London, Nov. 10, 1860.

Dr. Pick calls his own method " this practical system of Mne-
monics."

" . . . With a view of showing how a true association of ideas
assisted the memory, he [Dr. Pick] applied a test to his audience, and
asked them to associate the following ideas : Memory or remembrance,
history, wars, revolutions, gunpowder, explosions, steam, railways, ce-
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng-
land, progress, civilization, Chinese missionaries, church, Reformation,
Germany, Guttenberg, printing, and newspapers. Having only once
enumerated these ideas, he requested the audience to repeat them in
their consecutive order, then backwards, and afterwards indiscrimi-
nately. This was done successfully, and the audience seemed to be sur-
prised with their own proficiency.'' — From Report of Dr. Pick's lecture
at Oxford University, Morning Post, London, Nov. 25, 1859.

o *e

LOISETTE" EXPOSED

(MARCUS DWIGHT LARROWE, alias SILAS HOLMES, alias
ALPHONSE LOISETTE.)

TOGETHER WITH

LOISETTE'S COMPLETE SYSTEM OF

Physiological Memory

THE INSTANTANEOUS AET OF NEVER FORGETTING

TO WHICH IS APPENDED A

BIBLIOGRAPHY OF MNEMONICS

1325-1888

G. S. FELLOWS, M.A.

On sale at every bookstall and news-stand in England and America

Sent, post-paid, by the publishers, to any address within the Postal Union
on receipt of Is. or 25 cents ; cloth, 2s. or BO cents

NEW YORK
G. S. FELLOWS & CO.

the laws of Inclusion, Exclusion, and Concurrence, witfi infinitely greater
ease and certainty than it does any other mental acts. Another fact
which I also discovered [in Br. Pick's book J, and which is of the most
transcendent importance in training and developing the memory, is that
the learning and reciting forwards and backwards of a series of words
arranged in conformity to inclusion, exclusion, and concurrence, invari-
ably strengthens the natural memory, in both its stages, to the highest
degree. — Loisette y Part I., p. 46.

The mere publication of the u Loisette System" may of itself be
deemed a sufficient exposure. When one devotes a large share of his
energy to a sweeping denunciation of other men and other methods
than his own, he is usually and justly set down, without further en-
quiry, as himself an impostor. But let not the Systetn be lightly thrown
aside as worthless, even though the teacher disgust every thoughtful
mind. The arrogance, the egoism, the braggadocio of the charlatan is
not " emblazoned on every page." Rubbish there is, it cannot be de-
nied, but the patient and persistent seeker after hidden treasure will
surety find grains of purest gold. If weary of the task and tempted to
fairer fields, turn to the last pages of the little volume, read the
words of commendation from eminent men who have proved its value ;
and you will be convinced that you 'have found a friend or a f oeman
worthy of your steel.

If the system is not original with Loisette, we submit that he has
done his best to make it his. He speaks of it as "my System " 131
times, which is all that could reasonably be expected of him when we
consider the number of pages in which it is simply impossible to bring
it in. And, be it remembered, this does not include the frequent use of
the phrases, ''my Method," "my Discovery," ''my Art," "my De-
vice,'' etc. In this caae we have a valuable illustration of the perfec-
tion of •' the Art of Never Forgetting." Here "attention," as well as
intention, was perfect to start with, and thus a " vivid first impression "
was ensured ; then the rule requiring " frequent repetition " was faith-
fully complied with. A careful study of the Loisette System will re-
veal the truth that any fact * fc once fixed in the mind " by this method
is " fixed forever." Under these circumstances Loisette can hardly be
blamed for claiming to be the originator, since we have found this to
be the inevitable result of this infallible and invaluable system.

What matters it that another taught essentially the same system at
least 35 years ago ! He must have borrowed it from the '• Professor ! "
Loisette claims, in his circulars, to have taught his system as early as
1866 ; which would naturally give him priority over one who published
the same principles in 1862, in a second edition, while his lectures date
back 10 or 15 years earlier I

An interesting comparison may be made between Loisette's lectures,
formerly but five in number, and the Syllabus of Pick's lectures, p. 26.

It should also be borne in mind that Pick's book only pretends to
give the principles which are the basis of his method, while the practical
application is given only in his oral lectures.

Before reading what follows turn to page 26, and read what the press
and eminent men had to say of Dr. Pick thirty-five years ago, and also
the opinion to-day.

After a careful comparison has been made between Loisette's method
and Dr. Pick's, special attention is called to Loisette's attack on Pick

(page 106) where, however, he does not venture to call him by name,
bat characterizes him contempt ously as *• an Anglicised Germun " with
the "sobriquet of Doctor/' L ~h flings are unusually becoming irom
an Anglicized American with the self -applied sobriquet of 4t Professor."
Bead the list of irregular verbs (page 23) and Br Pick's instructions in
full ; then you will be prepared to appreciate at its real value Lois-
ette's criticism in the footnote: " To remember the figures 51342 it
would be easier, if the precise order oftJte figures was not important, to
arrange them thus : 12;. 45 ! ! "

If a greater piece of imbecility has ever appeared in cold type, the
discoverer will kindly forward it for publication. When one realizes
how much Loisette is indebted to Dr. Pick for the very essence of his
system, and compares the modest claims of the latter with the arrogant
pretensions of the former, one cannot but feel that the use of such lan-
guage as adorns the two pages mentioned is simply beneath contempt.

If the patience of the reader is not already exhausted, let him turn
to Loisette's statement of the " errors of Psychologists," where will be
found, to be sure, a few truisms, preceded by this note : *' The follow-
ing remarks are not to be read " OJtoop t by those who have studied Men-
tal Science." The author has taken the liberty of correcting an obvi-
ous typographical error. Such a warning was certainly needed ; for,
otherwise, the few who succeeded in wading through these two pages
would surely have been convinced that the brazen effrontery, the in-
solent presumption of such a man would make a bronze statue turn
green with envy.

PHYSIOLOGICAL MEMORY.*

It might be interesting to enquire where " Professor" Loisette got
his ideas of k ' Physiological Memory." As so much else has been found
to emanate from Dr. Pick, let us see what he has to say.

4 ' Modern psychology, respecting which almost all writers upon Mne-
monics appear to have been strangely ignorant, has, with the aid de-
rived from the prodigious progress of physiological science, diffused a
new light upon the nature of the human mind. . . . The experi-
ments made by Flourens and Hertwig, and which are amongst the
most interesting in the annals of physiological research, prove that it
[the memory] exists in the primitive nerves of the cerebrum ; because,
when these are removed, Memory disappears, together with the other
mental and sensitive faculties. ...

" And hence it may likewise be inferred, that the psychological phe-
nomena, throughout all their ramifications, are regulated by the influ-
ence of the brain. It is, therefore, evident that every circumstance or
condition that influences the body, and especially the brain, is capable
of influencing our mental faculties; and hence it is easily understood
that physiologists and physicians, whether writing upon Mnemonics or
treating patients whose memory is lost or defective, prescribe medicine
and dietetic rules with a view to produce an effect upon the brain and
through it upon the memory. . . .

" It may be mentioned, however, that, in our reference to the brain as
influencing the mental faculties, we intended only to show the connex-
ion between Psychology and Physiology in regard to Memory. "

* See Bibot: Diseases of Memory, from which Loisette got many of his '• unique and
original " ideas. .

Farther, in his prospectus he says :

*• Dr. Pick having made Psychology Jiis special stttdy, has thereupon
founded and evoked a helping agent, at once simple and natural/ and
capable of being brought instantly into active operation. '

In view of these statements, the explanation of the origin of the
term Physiological Memory is simple enough. After the memory has
been properly cultivated by the Loiaettian method, "the mind acts
spontaneously, and without any exercise of the will, in accordance with
the laws of Inclusion, Exclusion, and Concurrence." Thus the system
got its name; and doubtless the ''Professor" himself could not tell
you where he got it if his life depended upon it. Who has the heart to
blame him ?

INTERROGATIVE ANALYSIS.
"My memory teaching includes two distinct* unique, and original
Systems. The first is the one I have been teaching many years. This
method uses Analysis and Synthesis to develop and build up the funda-
mental Associative Power, by awakening to its highest intensity the
direct and immediate appreciation of Inclusion, Exclusion, and Concur-
rence. My second System* which I call Interrogative Analysis, reaches
the same goal by a different route." — Loisette, Part 77., last page.

Loisette here gives us the summary of his whole System As to the
originality of the 1st System, as he calls it, comparison with the work
of his predecessor, Dr. Pick, will effectually explode his claims. And
as to his claim to originality in the use of the method of Literrogative
Analysis, which he terms his 2d System, it has been in use, and in the
identical form in which it is used by Loisette, from time immemorial,
by the most successful teachers ; notably, by the great Reformer Me-
lancthon (1497-1560), who applied it especially to the teaching of lan-
guages, and students flocked to him from all parts of Europe. While
in use at the present time, to a greater or less extent, by many teachers,
it has been especially revived in the so-called "Natural Method" of
teaching modern languages.

The following should be read side by side with Loisette, Pt. II , p. 80.

Das Schaf muste von alien Tieren Vieles leiden. Datrat es vor (den)
Zeus und bat, sein Elend zu mindern.

Wer muste leiden ? das Sc/iaf ....

Von wem muste das Schaf leiden ? von alien Tieren ....

Was muste das Schaf, von alien Tieren leiden ? vieles ....

Wer trat vor ? das Schaf. . . .

Vor wen trat das Schaf ? vor Zeus. . . .

Wer bat ? das Schaf bat.

Was bat der Schaf ? . . . sein Elend zu mindern.

Wen bat das Schaf sein Elend zu mindern ? den Zeus. . . .

Heness: Der neue Leitfaden (Holt. N. JT.).

Trans. : The sheep must suffer much from all beasts. Therefore it
Went before Zeus and begged him to relieve his misery.

Who must suffer ? The sheep, etc.

From wJtom must the sheep suffer? From att beasts, etc.

What must the sheep suffer from all beasts ? Much, eta

Who went before ? The sheep. . . .

Before whom did the sheep go ? Before Zeus. . . .

What did the sheep beg ? ... to relieve Ids misery.

Whom did the sheep beg to relieve his misery ? Zeus. . . ,

Loisette, 1888.
Mother Day will buy any shawl.
Mother Day will buy any shawl.
Mother Day will buy any shawl.
Mother Day will buy any shawl.
Mother Day will buy any shawl.
Mother Day will buy any shawl.
Mother Day will buy any shawl.

Zachos, 1852.
Will you go to town to-morrow ?
Will you go to town to-morrow ?
Will you go to town to-morrow ?
Will you go to town to-morrow ?
Will you go to town to-morrow ?
Will you go to town to-morrow ?
Will you go to town to-morrow .*

The preceding sentences are quoted, italics and all, from page 180,
" Introductory Lessons in Heading and Elocution" by Parker and
Zachos, published by A. S. Barnes & Co., New York, in 1852.

LAWS OF MEMORY.

Compare Loisette 1 s three laws of recollective analysis (pages 82 and
33) with the following, and also with Dr. Picks (page 19) :

" Aristotle (384-322 B.C.), the earliest writer who attempts any clas-
sification of the laws of suggestion, distinctly includes under the law of
co-adjacence whatever stands as parts of the same whole ; as, e.g., parts
of the same building, traits of the same character, species of the same
genus, the sign and the thing signified, different w/ioles of the same part,
correlate terms, as the abstract and concrete" etc., etc. — Haven : Men-
tal Philosophy. 1&57.

"The earliest known attempt to lay down the laws whereby thought
succeeds to thought, is that contained in Aristotle's treatise on mem-
ory. He enumerates three different principles of mental resuscitation,
viz., similarity [inclusion], contrariety [exclusion], and co-adjacency
[concurrence]. He has been followed by most other philosophers as re-
gards all the three principles." — Chambers' Cyclopedia, Article Associa-
tion of Ideas.

" The Laws of Association. . . . Accordingly it has been es-
tablished that thoughts are associated, that is, are able to excite each
other: 1st, If co-existent [concurrent], or immediately successive, in
time ; 2d, if their objects are conterminous or adjoining in space ; 3d,
if they hold dependence to each other of cause and effect, or of mean
and end, or of whole and part ; 4th, if they stand in relation either in
contrast [exclusion] or of similarity [inclusion] ; 5th, if they are the
operations of the same power, or of different powers conversant about
the same object ; 6th, if their objects are the sign and the signified ; or
7th, even if their objects are accidentally denoted by the same sound."
—Bowen. 1861.

MASTERING THE CONTENTS OF ANY BOOK.

On the method of mastering the contents of any book at one reading,
compare Loisette (page 183 J with the following :

" When we read a book on a subject already familiar to us, we can
reproduce the entire work, at the expense of labor requisite to remem-
ber the additions it makes to our previous stock of knowledge.' 1 — Bain :
41 Senses and the Intellect ," p. 538, London, 1855.

' ' To aid the retention of the contents of a book, the chapters must
be associated together by selecting the primary or leading ideas of each;

and to each of the latter, again, a few farther suggestive ideas in the
chapter may be joined. The number of ideas that should be selected
from each chapter will depend on the nature of the subject, the degree
of sequence or relationship between the parts, and the completeness
with which it is desired to be remembered." — Lyon WiMams: Science
of Memory, 1866, pages 130, 131.

KNIGHTS TOUR.
Does the use of the following key words and sentences for the so-
lution of the Knights Tour differ essentially in principle from the
method of Loisette ? (p. 68) Or are they correlated with greater diffi-
culty ?

" Sad deeds will outlaw many a rogue.
Churly riches* lose a mellow heart.
UiijoyouH boys meet music nowhere.
Amiable judge unwarily may sneeze.
A meek nun enough may find homage.
Would ebony ladies wiser dears have.
No merry soul will show a dull dough look.
Irony libel may shame a hero famed.
Dutch sage would know a Sunday gamer.
Robber may live alone, rich, unhappy.
Bare, n«w cameo modify ."

— Fauvel-Gouraud, 1845.

44 Hat, tide, hill, dale, moon, rock, Jewry, lawyer.
Cheese, less, mill, rat, inch, pie.
Home, time, key, honor, mop, lash.
John, rule, miss, niece, make, none, enough.
Move, not, much, top, nail.
Does, your, dear, wife, name, rose, lily.
Shoot, wild, elk.
Bun, leap, lame, Jim.
Rough, maid, teach, joy.
Dine, honey, d;g, merry.
Europe, army, love, lion, IriRh, nap.
Horror, Yankee, mummy, doff, hat.*

— miler.

RATIO OF CIRCUMFERENCE TO DIAMETER.

FAUVEL-GotTRAUD. 1S45. (2)

ffero. My dear dolly be no chilly.
Wand. My love, I beg ye be my nymph.
Tooth. Rich honey charms and moves a

man.
Thee. A cupola seen off with a fiery top.
Fort. A cottage bamboo, a poem, or a glee.
Fife. A tassel, vain, or sappy grape.
Sexton. A rare Albino, musky and fat.
Savannah. Jersey, Geneva, Genoa, or Seva.
Hate. A boy or peevish knave somehow

rough.
Ninue. An unholy marine editing a siege.
Den. A copy faint through rough and sav-
age.
Elephant, An old woman, a fine miss, or a

showy Jew.
12-Pounder. A heroic Sepoy may fire where

he chooses.
Thirteenth Quest. An able wholesale and

heavy unanimity.
Fortune. A hackney lame or lubber's feet.
Fife of Tin. No very heavy sin.

(From

A. Loisette.
Cypher. Mother Day will buy any shnwl.
Wonder. My love, pick up my new muff.
Tool. A Russian jeer may move a woman.
Treat. Cables enough for Usopia.
Forearm. Get a cheap ham pie by my

cooley.
Fie. The slave knows a bigger ape.
Sick. I rarely hop on my sick foot.
Severn. Cheer a sage in a fashion wife.
Ate . A baby fish now views my wharf.
Nino. Annually Mary Ann did kiss a jay.
Utensil. A cabby found a rough savage.
Leaven. A low dumb knave knew a mes-
sage showy.
Dozen. Argus up my fire rushes.
Threaten. A bee will lose life in enmity.
4th Dean. A canal may well appear swift.
Fife Thin. Never have a scene.

Appleby.)

In later editions of Loisette the sixteen pegs, "cypher "to "fife
thin " have been dispensed with and the sentences have to be connected
or " correlated " by other means. The exercise has been now extended
to 209 figures.

HEIGHT OP MOUNTAINS.

Monnt Blanc .
Mount Brown
Popocatepetl .

Sorata

Jungfrau

Loisette,
Idling half a day.
Whitish sauces.
Take a weak, wife home,
Indian effigy.
The Mohigans.

Others.

Austere visage*

Wood ashes, t

A pope's hat— Hat [of] a king/,

A new lawyer.f

A young fowl— a tame hawk A

New York .
Bio Janeiro
Sydney ....

LATITUDE AND LONGITUDE.

Loisette.
A horse line ; scheme all happy.
Sea onion healer ; swarm by.
Simoom light; dull- eyed idiot.

Others.
A new oak— Bard hickory.^
A real joiner — Any new room.*
Sidney Smith— Merry tales A

INFALLIBLE MEMOBY ALMANAC.

Stokes, 1874. (5)

Loisette. 1884.

January — Bow — tide— dive— Nile.

Hero taught Davy Noel.

February — A head off a tall nun.

To fee a tall Ionian.

March — A head off a tall nun nip.

Do have dull Nanny Nebo.

April — All down stoop inch.

Will Dan daub a niche.

May— May tease a duck owner mad.

My days take inner might.

June — I go — a tear — a nod— -enough.

A hack tore a naughty knave.

July — All down stoop inch.

Will Dan daub a niche.

August— A new pie dish — name Miss.

Now boy touch a numb mouse*

September — Show them a nice nag.

Ash Adam knows a knack.

October — Row — tide — dive — Nile.

Hero taught Davy Noel.

November — A head off a tall nun nip.

Do have dull Nanny Nebo.

December — Show them a nice nag.

Ash Adam knows a knack.

(From Appleby.)

HOMOP

HONES.

Loisette.

Other Mnemonists.

Loisette.

Other Mhemonista.

Wit.

Hack.

Wine.

Hive.

Have.

Head.

Hate.

Etch.

Dish.

Even.

Merry.

Hen.

Bet.

Lazy Pet.

Beed.

Bed.

Jet.

Joiner.

John.

Cut.

Cat.

Hem.

Ham.

Protector.

Common People.

Eddy.

Died.

Can.

Chain.

Eden.

Deny.

June.

Join.

Emporium.

Deem.

Whim.

Buin.

Antic.

Hand.

Hair.

Hare.

Goat.

Got.

Hall.

Gun.

Hush.

Game.

Ear.

Derir.

Gear.

Gore.

Eel.

Duel.

War.

Boom.

1 Victory.

Victoriously.

(From A

Ippleby.)

* Fauvel-Gouraud, 1

845. t Miles, 18

48.

HOMOPHONES FOR KINGS OP ENGLAND.

Fauvel-Gouraud, 1846.

Witty (Conqueror).

Wit.

Wine (rough).

Wine.

Whim.

Wire.

War.

Geode.

Gout.

Gin.

Gun.

Gem.

Game.

Jury.

Gear.

Anuuary.

Antic.

Merrineaa,

Merry.

Victory.

♦Ride.

Reed.

♦Ruin.

Ruin.

♦Room.

Rhyme.

Lotiette.

William I.

William IL (Euros.)

William III.

William IV.

George I.

Georee II.

George III.

George IV.

Anne.

Mary.

Victoria.

Richard I.

Richard IL

Richard IIL

HOW TO REMEMBER NAMES.

See Loisette, page 93.

Associate the name to be remembered with the looks of the person,
or any peculiarity he may possess. Form a connection between these
. . . and on seeing him again, his features will recall tbe name.
The names of places may be remembered by associating anything strik-
ing or peculiar in connection with them, with the name. — Haney :
" Art of Memory," 1866, page 45. .

HISTORICAL EVENTS.

See Loisette, page 100.

Invention of Letters, 18*31 Divine Idea.

Passage of the Red Sea, 1491 Watery Bed.

Argonautic Expedition, 1263 Hidden Gem.

Destruction of Troy, 1184 Hot wood Fire,

Battle of Marathon, 490 Repose.

Battle of Thermopylae, 480 Refuse.

First Sun-dial, 293 Sun-beam.

Invention of Paper, 170 White Wax,

First closing of Temple of Janus, 235 Anomaly.

Second closing of Temple of Janus, 29 ... . Nap.

Battle of Salamis, 480 Service.

Destruction of Carthage, 146 Outrage.

Battle of Pharsalia, 48 Rough.

Battle of Philippi, 42 Ruin.

Death and age of Caesar, 44-56 Rare {eulogy).

— Fauvel-Gouraud, 1845.

LOISETTE (1888) AND MILES (1848).

Loisettk. Miles.

Lisbon earthquake, 1755 talk lowly guVy hole

Mt. Sorata, 21,286 uneaten fish a new lawyer

Mt. Ararat, 17,260 attack no Jews a donkey

Founding of Rome, 753 climb dime

* Homophone for Henry, last consonant used instead of first.

First Printing in Eng., 1471, 1474. .tract a worker

Council of Trent, 1545 daily roll lawyer ly

America discovered, 1492 tnrpin terrapin

Mariner's Com pass inv. , 1269 tiny shape new shape *

Mesmerism disc, 1788 to give off qui vive

Miss. , length of warm oven sea room

Nile, '• *' wordy essays # salmon

Ohio, " " town jail ' dry

Seine, " " argosy whale

Thames, " «' annals Seine

Ben Nevis, height of. wear your sash warrior

birth death death age

Napoleon took ship, divinity divine, Italian*

It could hardly be expected that the figures for the heights of moun-
tains, length of rivers, latitude and longitude, etc., as given by writers
of 40 years ago, would agree exactly with those now accepted as correct.
They serve however to illustrate the principle.

All the words used by Loisette, in the whole System, to translate
figures into words, excepting only about half a dozen, are to be found
in the figure dictionaries of Miles and Fauvel-G-ouraud, one or both.

There is scarce anything to be found in Loisette's System which can-
not, both in principle and practice, be paralleled in one or another
System of Mnemonics. This successful use of the ideas of othera side
by side with such presumptuous claims to originality can only be ex-
plained by the requirement of secrecy under a heavy penalty, and by
the fact that the books of Pick, Miles, and Fauvel-Gouraud have long
been out of print, the most recent of them some 15 years.

Had " Professor" Loisette been content with claiming that his sys-
tem included all the best methods employed by others, but in an im-
proved form, few, perhaps, would have ventured to question his claims.

USE AND ABUSE OF MEMORY.

Immediately to repeat a multitude of names or words once repeated
before, I esteem no more than rope dancing, antic postures, and feats
of activity, and indeed they are nearly the same thing, the one being
the abuse of the bodily, as the other is of the mental, powers ; and
though they may cause admiration they cannot be highly esteemed.
— Lord Bacon.

Once being obliged to keep my eyes bandaged for a fortnight, and to
rest my brain from serious work at the same time, I tested these sys-
tems, learning by their aid columns of logarithms, chronological tables,
numbers up to the 300th decimal, and so forth, and found that all
these acrobatic feats by which the memory teachers astonish their
hearers are easy enough if a man will but give his mind to it, to the
neglect of more important things. — John FretweU y quoted by Dr.
Holbrook.

Arbitrary arrangements to aid in recalling dates, words, and facts,
which have no natural connection, are occasionally of use for a time ;

* Fauvel-Gonraud, 1845.

but natural connections are more lasting, and are on every account to
be preferred when attainable. — Middleton.

The powers of memory or acquisition may be greatly economised,
but they cannot be increased as a whole. The total plastic force of
each constitution is a limited quantity, or, if increasable it is at the
expense of some other power of the system.

A man may push acquisition to the detriment of other intellectual
powers, as invention ; or of powers not intellectual, as susceptibility to
emotion ; and, lastly, of the physical energies, from which it is possible
that nourishment may be unduly withdrawn. — Bain.

It is a fact that you cannot go on storing the memory forever.

The extent of possible acquisition is great, and even marvellous, and
implies an enormous extent and complication of the physical organ, the
brain, which has, somehow or other, to provide a distinct track of
nervous communication for every distinct acquisition. Yet this organ
has its limit, which is very various in different individuals. Although
acquirement may not stop till extreme old age, yet the available total
does not increase, and may even decline long before the end of life, the
new displacing the old. — Bain.

A strong mental grip not passively receiving impressions, but
seizing those that are worth keeping and neglecting the rest, knowing
also what to forget, is the great characteristic of a good memory. — John
FretweU, quoted by Dr. Holbrook.

All systems of mnemonics utilize this principle of association in the
culture of the recollective powers. Their aim is the endeavor to
instil, by one means or another, the habit of linking together those
thoughts that are naturally related. The more easily this is accom-
plished, the more readily does the memory become available for its work.
* * * * \y e a no tj require artificial links when, as it seems to
me, nature has, in the majority of cases supplied natural ones in the
ordinary associations of the objects we think about. — Dr. Andrew
Wilson.

The habit of "correct association — that is, connecting facts in the mind
according to their true relations, and to the manner in which they tend
to illustrate each other ... is one of the principal means of im-
proving the memory, particularly that kind of memory which is an es-
sential quality of a cultivated mind — namely, that which is founded not
upon incidental connections, but on triie and important relations. — Di\
Abercrombie.

DR. EDWARD PICK'S SYSTEM.

Laws Governing t7ie Reproduction of Ideas.

"The most ancient philosophers, including Aristotle, have laid down
laws and principles respecting the reproduction of ideas. These laws
and principles are based upon experience and observation, and are the
following :

1. The law of analogy.

2. The law of opposition.

3. The law of co- existence.

4. The law of succession.

"1. Analogy. — Analogous ideas reproduce each other. Analogous
ideas are those which have one or more qualities in commou ; for ex-
ample, tree and branch. If these be analyzed, it will be found that all
the qualities or attributes of the latter are contained in [inclusion] the
former.

' ' 2. Opposition. — Opposite ideas recall each other. Those ideas are
termed opposite which hive one or more qualities in common, bub
which at the same time contain qualities . . . which exclude
[exclusion] or oppose each other.

"3. Co-existence. [Concurrence.] — Ideas which at some former
period have been in the mind at one and the same time, recall each other.

On the Improvement of Memory.

*' Probably the main defect of all mnemonic systems, from Simon-
ides, who is commonly reported to have been the inventor of Mnemo-
nics, downward, is, that not one of the numerous writers on the subject
has fully studied the nature of the Memory, and based his system upon
that. Had this been done, much difficulty and confusion would have
been avoided, and the system would have attained greater perfection
before now. We propose, therefore, to endeavor to remedy this defect,
taking for our starting point what has just been said about the faculty
and functions of Memory. In this endeavor our principal task will be
to show how Memory can be improved and strengthened by the use of
facilities arising from the true nature of the mind ; and consequently
on a natural system, and in a natural manner.

"The surest and most effectual way to ensure an easy and accu-
rate reproduction of ideas is to deal with the first impression; that is to
say, to impart to it strength and vivacity. If this be done, the process
of reproduction will accomplish itself with little or no effort. Now,
experience teaches us that it is quite in our own power to greatly
strengthen the original impressions. One of the most familiar modes,
and one of those most in use, is Attention. It need scarcely be re-
marked, that if attention has been paid to any object or subject the
mind will receive a more powerful original impression than if we had
been absent or inattentive.

association of ideas, a. analogous or opposite.

" The consideration next arises as to the most effectual means of
forcing or fixing our attention, so as to produce a vivid and strong im-
pression. Such means will be found to consist in Comparison.

" With respect to comparison itself, a few explanatory remarks may
be useful. We can only compare those ideas with one another which
have some connection, that is to say, analogous or opposite ideas.
When we thus compare two ideas,' we search out and place side by
side the qualities which they possess in common, and those on the
other hand, by which they are distinguished from each other. Now,
this operation involves an effort of the mind, and produces an atten-
tion which inevitably strengthens the impression. And if at a subse-
quent period either one of the two ideas which have thus been com-
pared and analysed presents itself to the mind, it will recall the other
immediately and distinctly.

<c From this it follows, that if there be two ideas which have any re-
lation or analogy with each other, and which it is desired to retain in
the mind, it is only necessary to compare them. The attention re-
quired by this act of comparison is sufficient to ensure their mutual
and almost simultaneous reproduction ; inasmuch as when one presents
itself it will recall the other.

'* Now, if there be a series of such analogous or opposite ideas, which
it is desired to retain by heart, the rule just described still holds good,
and the task will be found easy if set about with care and deliberation.
"We shall here merely compare the first idea with the second, the sec-
ond with the third, and so on ; no more than two ideas, however, be-
ing taken up at the same time, without paying any attention to the
preceding or the succeeding ideas. This rule must be rigidly attended
to, in order to avoid confusion and perplexity. By this means the
operation will always continue simple ; there will be always two ideas,
and only two, to compare at one and the same time, notwithstanding
the length and number of the whole series. The reproduction of the
whole ia, therefore, the more certain; while, at the same time, the
first idea will recall but the second, the second but the third, the third
only the fourth, and so on in the consecutive series throughout. Thus
none will fail, and the ideas will occur in order whenever it is desired
to recall them.

EXAMPLE.

** As an example and practical illustration of the foregoing remarks,
and a test of the mode of mental exercise suggested, we may compare
the following ideas ; but we must take care to confine our attention,
from step to step, to the two ideas which we have to compare, without
paying attention at the time either to those which precede or those
which follow them.

England .

. navigation

peace

. tranquility

navigation

. steam

tranquility

. silence

steai n

. railway

silence . .

. meditation

railway

. telegraph

meditation

. faith

telegraph .

. electricity

faith

. honesty

electricity .

. thunder

honesty .

. merchant

thunder .

. ptorm

merchant

. India

storm

. blow

India

. hot

blow-

. windpipe

hot .

. summer

windpipe .

. pipe

summer .

. vegetation

pipe .

. music

vegetation .

. rock

music

. harmony

rock .

. mountain

harmony .

. alliance

mountain

. Switzerland

alliance .

. peace

Switzerland

. travel

" Here, then, is a chain of ideas .to be associated link by link so as to
be capable of being recalled to the mind whenever it is desired to do
so. Now, if we have taken care, in going through the list, always to
compare only two ideas together, or at the same time, without for the
moment paying any attention to the rest, the reader is requested to try
whether he knows the list sufficiently well to go through it in the above
order. If he has paid sufficient attention to, and distinctly understood,
the simple principle and method of practice which has been laid down,
he will be able to do so. When the first word or idea is taken, it will

immediately reproduce the second, the second will reproduce the third,
and so on, with astonishing facility, through the series, which, with
diligence and intelligence, may be extended to almost any length. But
this is not all. Not only can all the ideas be recalled by going on con-
secutively from the beginning ; but if any one of them be taken, all
the others can be recalled when one has adequate experience in this
practical system of mnemonics. Again, if, instead of beginning with
the first word, the student begins with the last, and thus proceeds in-
versely, he will find that he can remember and recite the words or ideas
with equal facility. The cause of this facility and certainty of result
is, that no more than two words have been compared in the mind at
the same moment. And thus, as the first can only recall the second,
and the second the third, and so on, none can fail. And again in-
versely, the thirtieth will recall the twenty-ninth, the twenty ninth
will recall the twenty-eighth, until all the ideas have been recalled.

44 We cannot too strongly insist on the importance of completely
isolating each couple of ideas at the moment of comparing them, and
confining our attention solely to them until the comparison be made
throughout the series. An essential advantage of such isolation is,
that it prevents obscurity and perplexity ; the mind is not overloaded,
because the difficulty of the task does not increase with the number of
ideas, there never being more than two to compare at one and the same
moment

44 A very usual recommendation made by some writers on mnemon-
ics is to learn a series of words by heart, or commit them to memory,
by combining them together. But it should be considered that a com-
bination of this kind is effected, not by reflection, but by imagination,
which is a very different thing. To take an example. This process
of combining ideas by imagination, applied to the foregoing series,
would take place in this way : England is the country of navigation,
which is performed by the aid of steam ; steam impels locomotives
upon railways, which railways possess telegraphs, which telegraphs
are worked by electricity, etc. , etc. But this mode of oombining ideas
can never perfectly attain the desired result, because it contains the
inherent defect of there being no intrinsic necessity or certainty that
the primitive impression is strengthened ; whilst, on the contrary, in a
simple isolated comparison of two ideas, there is a complete certainty
of that effect being produced. Moreover, in this process of imaginary
combination, the more ideas there are to be combined the more diffi-
cult and confused becomes the task ; which objection is not applicable
to the system of comparing, by reflection, two isolated ideas at a time
before passing to any further comparison.

ASSOCIATION OF IDEAS, b. NEITHER ANALOGOUS NOB OPPOSITE.

44 When we desire to retain or to insure the power of recalling two
ideas which are neither analogous nor opposite, we find that they can-
not be combined directly. But the object oan be accomplished in an
indirect manner.

44 This will be readily apparent. Each idea has some relation with a
great number of other ideas. We must look amongst the ideas con-
nected with those two which we desire to retain, for the purpose of
finding points of comparison. For example : If we have to compare

or combine paper and youth, we must look for one or more ideas which
by their insertion will establish a chain of relative or connecting ideas
between the two whioh are to be combined. This process is, in some
respects, an arbitrary one ; and each particular person will establish
his own chain of connecting links, according to his tastes or experi-
ence. Thus, one will say that paper can be compared with white color.
this with pure, and pure with youth. . Another will work out the com-
bination in this way : paper — engine — force — youth. Another will
compare: paper — book — imagination — youth. Thus the process of
combination will vary with different persons; but in every case the
comparison will be found easy ; and such comparison once established,
the idea of paper will, by means of either of those processes of thought
so gone through, always recall that of youth. There are different ideas,
which have been so often present together in the mind, that they re-
call each other instantly, e.g., steam and boat, boy and man, black and
white, light and dark, etc In these cases no intermediate ideas are
required.

* * By this means a combination, sufficient to insure the power of re-
calling any two given ideas, only one being presented to the mind, can
always be obtained. It is, no doubt, desirable that the combination of
two different ideas should be made by only one, but, at all events, by
as few intermediate ideas as possible. Yet the number of these inter-
mediate combining ideas does not materially prejudice the facility of
their reproduction, which, indeed, often takes place with such rapidity
that we are scarcely conscious of the presence or nature of the inter-
mediate idea, so quickly does it come upon us. This is especially the
case with ideas which are familiar to us.

11 As an illustration of these remarks, let us suppose that we are to
retain the following series of ideas : Garden, hair, watchman, philoso-
phy, copper, cloth, workman, apple, eclipse, dream, coal, balloon, mi-
croscope, idleness, silk, fountain, coast, watch, snow, etc.

" We can combine the ideas in this manner : Garden, plant, hair of
plant — hair; hair, bonnet, watchman; — watchman, wake, study— -phi-
losophy ; philosophy, chemistry — copper; copper, cover — cloUi ; cloth,
tailor— worlcman ; icorkman, gardener, garden — apple; apple, earth or
moon — eclipse; eclipse, dark, night — dream; dream, nightmare, suffoca-
tion — coal; coal, gas — baUoon; balloon, distance — microscope; micro-
scope, study, labor — idleness ; idleness, hot, thirst— fountain ; fountain,
dying — silk; silk, China, sea — coast; coast, navigation, compass —
watcli; watch, Switzerland — snmc, etc.

" Thus, by the exercise of ordinary ingenuity and attention (in itself
a beneficial mental exercise), combinations can be effected to any ex-
tent.

APPLICATION OF THE ABOVE RULES.

** The process of the mental operation just described for the repro-
duction of a series, or of several series of ideas, can be applied in every
case, where any series of words are to be retained in the memory ; and
the object can be accomplished, with certain differences of detail, ac-
cording to different circumstances. For instance : In some oases it is
necessary to know and retain a series of words in precisely the same
order in which they were given ; in other cases, the order of the words
is not of essential importance.

" In natural history, where there are particular and distinct classifi-
cations of animals, plants and other objects, it is necessary to observe
the order of the words as given ; but there are many cases in which it
is not so necessary.

4, In cases of the latter kind, what we have to do is to arrange the
ideas ourselves, so as always to combine and take together those ideas
which have any relation to each other, and which, consequently, can
be compared directly.

" To make this remark clear, it will be advisable to look over any
ordinary grammar — the French grammar, for instance. In the gram-
mar, under a general rule, we often find a series of words forming an
exception to the rule, and which it is required to retain in the memory.
Here it is, of course, essential to know all the words forming the ex-
ception ; but the order in which they are given is of no importance.

44 Sometimes the exceptional words or deviations from the rule are
arranged in verses, and sometimes in alphabetical order ; these ar-
rangements being adopted for the purpose of aiding their retention by
the memory.

"Now, if instead of adopting the metrical or alphabetical plan, we
arrange the series so as to call in reflection, i.e., so as to take together
the words and ideas which have any natural relation, it will be found
that they will become perfectly familiar, and that the mind will retain
them after only two or three attentive perusals.

44 The French irregular verbs, for instance, with their English signi-
fications, are given in the French grammar as follow :

aoquerir, to acquire.
alter, to go.
B'en alter, to go away.
s'asBeoir, to sit down.
battre, to beat.
boire, to drink.
bouillir, to boil.
conclure, to conclude
oonfire, to pickle.
coudre,. to sew.
courir, to run.
croire, to believe.
cueillir, to gather.
dire, to say.
ecrire, to write.
envoyer, to send*
fuir; to fthun. .
hair, to hate.
lire, to read.
mettre, to put.
moudre, to grind.

mourir, to die.
mouvoir, to move.
riaitre, to be born.
ouvrir, to open.
plaire, to please.
pouvoir, to be able.
prendre, to take.
revetir, to bestow.
resoudre. to dissolve.
rire, to laugh.
rompre, to break.
savoir, to know.
suivre, to follow.
traire, to milk.
tressaillir, to startle.
vaincre, to vaitquinh.
valoir, to be worth.
vivre, lo live.
voir, to see.
vouloir, to be willing.

44 Now the object of the scholar, in reference to the above words, is
to be able always to recognize them as exceptions to the general rule,
and to do this without reference to the order in which they occur.
For this purpose, we have but to select sets of two words bearing ana-
logy with each other, and to compare, viz.,

sew

with

sit down

send

with

sit down

move

run

move

run

shun

«i

go away

shnn

«'

break

go away

send

break

open

with

put

write

put

44 bestow

write

' see

bestow

44 take

see

' be able

take

44 acquire

be able

14 know

acquire

44 vanquish

know

* conclude

vanquish

44 beat

conclude

* be willing

beat

44 startle

be willing

' believe

startle

die

believe

4 be worth

die

44 live

be worth

4 gather

live

44 be born

gather '

diink

be born

4 langh

drink

milk

laugh

' please

milk

4 boil

please

14 hate

boil

4 pickle

hate

4 say (calumny)

pickle 4

4 dissolve

say

14 read

" Now if this series of words be studied in the manner which we
have recommended, and of which the list last given furnishes an ex-
ample, namely, by comparing, or bringing before the mind at the same
time, only two words, and these the ones which have a definite affin-
ity, one or two attentive perusals will suffice to fix them in the mind
for ever. But if an attempt is made to learn such a series by heart in
the ordinary mode, that is to say, by repeating it over and over, with-
out any reference to analogy, until by such repetition it remains in the
mind, not only will vastly longer time be expended in the task, but the
great probability is, that the whole of them will never be known per-
fectly, for there is no principle of connection. And should occasion
arise to make use of any one of the words, it will often be necessary to
repeat the whole list in order to ascertain whether the particular word
needed be amongst the exceptions. This is a great difficulty and dis-
couragement to students. But if the task of retaining or committing
the words to the mind has been effected in the manner indicated in the
example, not only is their reproduction or recall at any future time
rendered more certain, but on any one of the words or ideas occurring,
it will immediately recall the others ; and there can be no doubt or un-
certainty ; for if a given word is not comprised in a series (as of the ex-
ceptional words just cited), it is at once known that it is not amenable
to the observations which apply to that series ; for instance, in the par-
ticular example given, that it does not form one of the exceptions to
the general rule.

" It is here presumed that the meaning of the French words is
known, or, in other words, thajb they are ideas available to the reader.
"Words belonging to foreign languages not known to us, or, indeed, any
words of which we do not know the meaning, are, of course, no more
than mere sounds, so far as we are concerned.

4 'If a series of words has to be retained in the order in which they
are presented, that is to say, if we cannot group together those words
which have a connection, then we have only to compare the first with
the second, the second with the third, without any further regard to
the first, and so on. The comparison will be made directly where any
connection exists, indirectly where different ideas are given, according
to the above rules. "

" The following arrangement will facilitate the acquirement of the
irregular verbs of the German language. They have been divided into
five divisions, according to the difference of the vowels they take in
the imperfect tense.

1. Verbs that take
lave :

to scold, schelten.

to speak, sprechen.

to command, befehlen.

to press, dringen.

to compel, zwingea.

to enlist, werben.

to bind, binden.

to wind, winden.

to wrestle, ringen.

to swing, schwingen.

to throw, werfen.

to jump, springen.

to burst, bersten.

to flow, rinnen.

to swim, schwimmen.

to lie, liegen.

to sink, sinken.

to die, sterben.

to spoil, verderben.

to decrease, sch winden.

to disappear, verschwinden.

2. Verbs which take
vowel in the imperative

to lend, leihen.

to appear, scheinen.

to sleep, schlafen.

to be silent, schweigen.

to advise, rat hen.

to 8 how, weisen.

to bid, heissen.

to call, rufen.

to cry, schreien.

to blow, blasen.

to push, stossen.

'a" in the imperfect, and "i" in the impera-

to forget, vergessen.

to recollect, sich besinnen.

to meditate, sinnen.

to read, lesen.

to see, sehen.

to mistake, versehen.

to be frightened, erschreck-

en.
to pick, stechen.
to burn, brennen.
to stink, sunken,
to perceive, empfmden.
to help, helfen.
to give, geben.
to take, nehmen.
to bring, bringen.
to find, finden.
to gain, gewinnen.
to hit, treffen.
to stick, stecken.
to stand, stehen.

to sit, sitzen.

to spin, spinnen.

to measure, messen.

to be worth, gelten.

to beg, bitten.

to recover, genesen.

to eat, essen.

to devour, fressen.

to drink, trinken.

to swallow, schlingen.

to conceal, bergen.

to steal, stehlen.

to bteak, brechen.

to sound, klingen.

to sing, singcn.

to do, thun.

to happen, geschehen.

to begin, beginnen.

to bring forth, gebaeren.

to come, kommen.

to tread, treten.

*ie" in the imperfect, keeping the radical

to rub, reiben.

to hew, hauen.

to fall, fallen.

to go, gehen.

to run, laufen.

to drive, treiben.

to catch, fangen.

to hold, hulten.

to leave, lassen.

to avoid, meiden.

to separate, scheiden.

to write, schreiben.
to pardon, vcrzeihen.
to praise, pre i sen.
to please, gefallen.
to thrive, gedeihen.
to ascend, steigen.
to remain, bleiben.
to hang, haengen.
to roast, braten.
to spit, speien.
to snow, schneien.

3. Verbs which take u i" in the imperfect, and double the last con-

sonant of the root :
to seize, to grasp, greifen.
to pinch, kneifen.
to bite, beissen.
to suffer, leiden.
to fade, verbleichen.
to yield, weichen.

to glide, gleiten.

to sneak, schleichen.

to step, schreiten.

to ride on horseback, reiten.

to combat, Btreiten.

to strike, streichen.

4. Verbs which take " o" in the imperfect :

to command, gebieten.
to be able, koennen.
to consider, erwaegen.
to weigh, weigen.
to raise, heben.
to move, bewegen.
to push, schieben.
to draw, Ziehen.
to bend, biegen.
to creep, Tcriechen.
to spring forth, quellen.
to pour, giessen.
to offer, bieteu.

to fight, fechten.
to shoot, schiessen.
to resound, erschallen.
to thresh, dreschen.
to fly, fliegen.
to flee, fliehen.
to sprout, spri essen.
to drip, triefen.
to suck, saugen,
to drink, saufen.
to swell, schwellen.
to enjoy, geniessen.
to milk, melken.

5. Verbs which take " u " in the imperfect :

to dig, graben. to wash, waschen.

to grow, wachscn. to stipulate, bedingen.

to produce, schaffen. to hire, dingen.

to bake, backen. to drive, fahren.

to split, schleisen.
to cut, schneiden.
to sharpen, schleifen.
to whistle, pfeifen.
to study, sich befleissen.
to be like, gleichen.

to boil, sieden.
to melt, schmelzen.
to glimmer, glimmen.
to freeze, f rieren.
to nurse, pflegen.
to loose, verlieren.
to grieve, verdriessen.
to swear, schwoeren.
to lie, liigen.
to deceive, betrugen.
to shear, sheren.
to shut, schliessen.

to load, laden,
to carry, tragen.
to skin, schinden.
to beat, schlagen.

" Here I have only been able* to give the principles, which seem to
me the sole scientific, and therefore the sole true, basis of a method for
facilitating the process of learning by heart. The practical application
of which it is capable, I explain in oral lectures. One of the most effi-
cient results of these simple psychological principles is obtained by their
application to the study of foreign languages."

4 'Programme op Lectures and Demonstrations on Memory by
Dr. Edward Pick.

Dr. Pick, having made Psychology his special study, has thereupon
founded and evoked a helping agent at once simple and natural, and
capable of being brought instantly into active operation.

" Syllabus.

First Lecture. — The Fundamental Principles of the System ; Associa-
tion of Ideas ; Application of the System to a Series of Words with
or without Connection.

Second Lecture. — Application of the System to the permanent Remem-
brance of Numbers and Statistics generally.

TJiird Lecture. — Application of the System to the Study of the Holy
Scriptures, History and Chronology, Chemistry, and Jurispru-
dence.

Fourth Lecture. — Application of the System to Foreign Languages,
Proper Names, Geography, Botany, Geology, and Mineralogy.

Fifth Lecture. — Application to the Study of Languages, and to the Re-
tention of Sermons, Lectures, Prose, Poetry, etc., General Appli-
cation of the System, and the Audience tested to prove their Pro-
ficiency in it, and the Facility with which they have made them-
selves Masters of it."

Commendations op Dr. Pick's System, 1853-1887.
{Journal des Debate — Jan. 24, 1854.)

This method has been examined by a Special Commission appointed
by the Minister of Public Education ; and the report of this Commis-
sion, composed of Inspectors- General of Public Education, has been ex-
pressed in terms so favorable to M. Pick, that he has been allowed to
demonstrate his method before the pupils of the Upper Normal School
(College of Preceptors).

{La Presse— February 1, 1853.)

By this method of M. Pick, one may become acquainted with and
possessed of, for a life-time, a scientific instrument both apt and sure,
which engraves on the memory, in a manner indelible, and without
producing any sense of fatigue, things the most fleeting and abstract.

Thus, in the two preparatory lectures which he has already given,
M. Pick, by means of his method, has succeeded in making his auditors
retain, upon one hearing, a series of more than forty words. What re-
sults may not be looked for on the completion of the course ?

{D Illustration^ January 7, 1854.)

. . . M. Pick has consequently based his method upon the prin-
ciple that it is necessary to fortify the first impressions or ideas by
mutually comparing them. To enlarge upon the special application
of this method would require much time ; suffice it to say, that its
simplicity invests it with great value, with reference as well to the
study of the classics as of the natural sciences.

The practical usefulness of this German Professor's method has been
instrumental in obtaining for him the honor of teaching it in the first
establishment of public education in France : viz., at the Upper Nor-
mal School. We bope that M. Pick will soon resume those public lect-
ures at the 4S Athenee," which, last season, met with such remarkable
success.

Professor Weber, late Director of the Preceptors' College in Bremen,
one of the most celebrated writers on General Education.
"I advance my conviction, based upon scientific principles. . . .
This method of Dr. Pick s is really practical, and presents the inesti-
mable advantage of being true to nature, easy to be acquired, and ap-
plicable forthwith, without any loss of time whatever."

{Morning Post, London, November 25, 1859.)

The Principal of Magdalen Hall [Oxford] introduced Dr. Pick to the
meeting, and stated that that gentleman had acquired great celebrity
as a lecturer on the best mode of improving and strengthening the
memory, at the Universitieo of Vienna, Leipuia Heidelberg, and more
especially at Paris. . . . Dr. Pick then addressed the meeting,
and made some passing remarks on the nature of memory, its great
value, and the facility with which it can be strengthened and made
more retentive. ... He had arrived at the conclusion that it
could only be attained by the application of sound and natural princi-
ples, at once simple and exact, and in perfect harmony with the intel-
lectual nature of man. He stated that, upon those principles, his
whole system was based.

From Edward Thring, M.A., the distinguished author and educator,
Head Master of one of the most famous schools in England.
"It gives me great pleasure to bear witness to the excellence and
power of Dr. Pick's teaching on memory. . . . The whole of my
working-life as a learner of new things has been turned round and
doubled in efficiency Rince I heard Dr. Pick. . . . Dr. Pick's
method has the marvellous advantage of being the right method lor
acquiring all knowledge, the true way to apply mind ; whilst it also
has a few simple, but all-powerful, rules by which the learning any
thing by heart is rendered possible and lasting. I work by Dr. Pick's
instructions, and I only wish everyone had the inestimable advantage of
doing the same. The system is short, simple, and effectual. Practice
only is required."

Edward Thring?.

Thb School-House. Upptnoham, Rutland.
October 14, 1887.

{Daily News, London, March 1, 1860.)

Dr. Pick's reputation is based on grounds which educated men are
quick to respect. Near the close of last year he lectured at Oxford,
with the express approval and co-operation of the Principal of Magda-
len Hall.

{Daily News, London, May 8, 1860.)

The meeting was presided over by Mr. Monckton Milnes, M.P., who,
in introducing the Lecturer, bore testimony to the philosophic princi-
ples upon which the system was based. He said that Dr. Pick did not
possess or profess any extraordinary faculty of memory ; but that, in
the pursuit of psychological studies, he had been led to consider the
best means of strengthening and vivifying those ideas which he desired
to retain. ... In confirmation of his statement, he [Dr. Pick]
asked his audience to apply the system then and there in an effort to
retain large groups of words in a sequence not aided by any continua-
tion of sense. This they accordingly did, to their own evident wonder ;
for the string of words, easily remembered by all present, after hearing
them only once, must have numbered between forty and fifty.

{The Lancet, London, November 10, 1860.)

The system [Pick's] is founded on natural principles, by which
facts, images, ideas, and numbers may be instantly and enduringly
fixed in the mind. His method can be applied to the acquiring of
languages, the Rtudy of anatomy, and other subjects. For medical
students especially, who have to learn and remember so much, it would
prove especially useful.

B^* NOTICE. — Let no one be discouraged if this Lesson looks diffi-
cult ; it is quite simple and easy, thanks to the use of some of the prin- _
«o ciples of my Art. All will be surprised at the shortness of the time it \m
g> will take to master it, if they begin at the beginning and proceed slowly '
* and surely. —A. LOISETTE. *4

I The Loisettian School of Physiological Memory ;|

I OR > g

J INSTANTANEOUS ART OF NEVER FORGETTING. 2

2 o'

2 PART I. »

I RECOLLECTIVE ANALYSIS. I

g "That ONLY, in an educational senRe, is KNOWLEDGE to us which wo have »— «
GAINED through the working of our own minds."— Joseph Payne. 2

, rf PRINTED SOLELY FOR THE PUPILS OF g

IPROFESSOR A. LOISETTE. I

2 8,

o ^ MY SYSTEM ACCOMPLISHES FOUR OBJECTS NEVER SECURED ™
» OR ATTAINED BY ANY OTHER MEMORY METHOD. §

& I IT TRAINS AND STRENGTHENS THE NATURAL MEMORY TO g.
« THE HIGHEST DEGREE TO WHICH IT CAN BE CARRIED, AND THE 2
^PROCESS AND MODE OF IMPARTING THIS NEW MEMORY POWER 5>
3 ARE PLEASANT AND AGREEABLE TO ALL. "

& IL IN ITS CAPACITY AS A DEVICE FOR MEMORISING ANY FACTS *
£ WHATSOEVER, IT OPERATES IN EXACT CONFORMITY TO THE LAWS ©
h OF THE NATURAL MEMORY, WITH THIS DELIGHTFUL RESULT o-
a THAT EVERY TIME THE PUPIL USES IT AS A DEVICE HE INVIGOR- *
£ ATES AND INCREASES THE POWER OF HIS NATURAL MEMORY, B

* UNTIL AT LENGTH MY SYSTEM BECOMES NO LONGER NECESSARY. §

* IIL THE MEMORY EXERCISES, IF LEARNED AS I REQUIRE. 0:
ALSO STRENGTHEN AND INVIGORATE THE DIRECTING POWER OF g

3 THE ATTENTION, SO THAT THE PUPIL CAN CONTINUE AT STUDY S
8 OR THINKING UNTIL HIS BRAIN POWER IS EXHAUSTED, AND RE- ^
►» QUIRES THE RECUPERATION OF REST OR SLEEP. 2

3 IV. THESE MEMORY EXERCISES, IF LEARNED AS I PRESCRIBE, «
5 ALSO STRENGTHEN AND INVIGORATE THE INHIBITORY POWER OF I*
£ THE ATTENTION SO AS TO PREVENT THE INTRUSION INTO THE £
g MIND OF FOREIGN THOUGHTS, OR, IN OTHER WORDS, THEY PRAC- 3
u TICALLY CURE MIND-WANDERING. «+

<j My System is a Royal Road to all kinds of Learning, but there is no «5

k Royal Road to acquiring it. It has to be learned. The immediate ob- ©
ject aimed at is the acquirement of a MENTAL DEXTERITY and an 5
ENORMOUS STRENGTHENING of the NATURAL MEMORY ; and a •

person might as well hope to become a first-class Portrait Painter by
reading instructions without any practice, as one of my Pupils aspire to
Master the Art of Never Forgetting without doing all the exekcises
I prescribe ; and yet children 10 years old master my System without
the slightest difficulty. Do all become proficients in it ? No. Why ?
From no fault of my System, but from a mental inability, which pre-
vents such persons irom mastering any study whatever. The infirmity
of Mind-wandering incapacitates some people from taking in or absorb-
ing the ideas or thoughts set forth in any study. Memory is the revival
of a past Mental Impression. As these mental excursionists never dwell
long enough on any new ideas to be able to understand or comprehend
them, there are really and truly in this case no First Impressions at all,
and hence there is nothing to be recalled. Until, then, these mental in-
valids get their Discontinuity cured, there it but slight probability that
they will ever master any subject, trade, or profession. These unfortu-
nates — who are, however, often highly gifted in other respects — will ut-
terly fail to master my System of Memory unless they, in the case of these
lessons, completely conquer this bad habit. They must carefully read
over each sentence in my Lessons and then try to repeat the sense, if
not the very words, of it from memory after they have absorbed and fa-
miliarised themselves with all the ideas in the sentence, in the manner set
forth on pp. 54, 55, 56 and 57. They must subdue that chronic fickle-
mindedness which always causes them to simply glance at the begin-
ning of each paragraph, and to rush on to the last sentence without any
distinct comprehension of what has preceded ; and then to give up in
despair because the two or three ideas they hate acquired cannot do the
work of the dozen ideas they have overlooked ! ! Strange as it may
seem, I often find Pupils are dreadfully troubled with Mind-wanclering
who have never suspected the fact ! ! The Art of Never Forgetting is
not magic — there is no trick about it — it is simply a Memory Discipline
of the highest order; and to acquire it, careful Study and patient Prac-
tice are indispensable. And with these auxiliaries, and not without
them, it becomes a most fascinating and useful study, for it is the
Golden Key that unlocks the secrets of all kinds of learning. Every
genuine student has always been charmed with these Lessons, for they
are in no sense tusks, but only delightful mental recreations.

%%T No Pupil ever receives ilie next Lesson until lie furnisher me satis-
factory proof by carrying out my instructions and, doing Hie prescribed ex-
ercise, that he has mastered the Lesson he has received. .Jg^D

My System is built on the Natural Memory. It is a Physiological
Method. Memory being a primordial property of the protoplasma dif-
ferentiated as nerve ganglia — similarly as contractility is a primordial
property of the protoplasma differentiated as muscular fibre — it can be
strengthened by practice, as the muscles are strengthened by practice,
and the KIND of exercise insisted upon in my System secures the high-
est DEVELOPMENT of the Memory in the shortest possible time.
There are two stages of the Natural Memory. I. The Stage of the
First or Original Impression [received into the mind through the Touch,
Taste, Smell, Eye or Ear, or arising in the mind from its own opera-
tions]. II. The subsequent Revival of that Impression.

THESE STAGES REQUIRE FURTHER NOTICE.

The first impression may be defective. If there is no first impression, then there is
nothing to recall and there can be no memory. If the first impression is feeble, then it
makes no abiding mark ; it soon fades out, and no effort can recall it. The first essential
to a good memoi-y is therefore to get vivid first impressions. There are two causes of de-
fect in first impressions.

A deaf man can have no first impression of a stranger's voice. Not hearing it, he can-
not remember it. There is nothing to remember. There was no first impression. Simi-
larly, a blind man can have no first impression of a new colour or a strange face. He can
never remember them because he has had no first impression, and has, therefore, nothing
to remember. Precisely in the same way, a man who reads a book without understanding
it gains no first impressions, and therefore cannot remember. There is' nothing for him
to remember. There may be ideas in the book, but if he has not grasped them, he has
had no first impression, and be can have no memory of them. He may remember the
words in which the ideas are expressed, but that is another thing. We may call this de-
fect Privative, since the person is deprived of his first impression. My System cannot, of
course, give sight to the blind or make the deaf hear ; but though it cannot make a first
impression where none exists, it can and does enable a person to secure vivid first im-
pressions in all cases.

The second great cause of defective first impression is lack of attention. When you
come home from a walk through a crowded street, can you remember the appearance of
the last three persons that you passed ? No. In ninety-nine cases out of a hundred you
cannot tell whether they were men or women. Yet yon passed close to them, looked them
full in the face, perhaps brushed against them. And you cannot remember half an hour
afterwards a single particular of their appearance. Why is this? You say it is because
you paid no attention ; and you are quite right. The first impression was njade upon
your senses : it was carried to the brain ; but it failed to get itself registered. You were
thinking about other things. The higher brain-centres were occupied in other ways, and
the new impression knocked in vain for admission. It was tinned from the door. It
never effected a complete entry. The first impression was so faint, so fleeting, so tran-
sient, that the strongest power of recall fails to revive it. Of such an impression there
can under ordinary circumstances be no memory. But if the Inst person you saw before
entering the house happened to be a beadle, resplendent in his official costume, you might
be able to remember his appearance ; if it happened to be a Chinaman, dressed in the
habit of his nation, yon would very probably recollect him ; and if perchnnce it was an
unfortunate soldier with half his face shot away, the memory of him would certainly be
very strong and might be unpleasantly persistent. Why is there memory in these cases
and none in the previous case ? Because, you say, in these cases your attention was at-
tracted ; and in proportion as the attraction was 6trong the remembrance is strong also.
You may have seen a shoemaker putting nails into the sole of a boot. With his left thumb
and finger he pricks the point of the nail into the leather just far enough to make the nail
stand upright. It is so feebly attached that nt the least shake it fulls on the floor. Then
down comes the hammer and drives the nail up to the head. Now the sensations that are
continually pouring in upon us by all the avenues of sense — by the eye, ear, nose, tongue
and skin — as well as the ideas streaming into our minds, are on their first arrival attached
as feebly as the nails to the boot. But then down comes the Attention like a hammer, and
drives them into consciousness, so that their record remains for ever. From all this we
see the importance of a good power of Attention. Unless you have such a command of
your Attention that you can bring it down heavily upon impression after impression, so
as to drive them home into your consciousness, they will have no firm attachment and
they will be shaken out by the first movement of the mind.

It is manifest, therefore, and it is insisted on by many writers on Mental Science, that
the first requisite to a good Memory is a good power of Attention. But none of these
writers give even a hint as to bow this power is to be attained. There arc very many
people who are so afflicted with Mind-wandering, which may be regarded as a paralysis of
the Attention, that it is impossible for them to attend to any single subject for two con-
secutive moments. All the while that their eyes are fixed on a book and their lips are re-
peating the words that they read, a phantasmagoria of disconnected images is dancing
through their mind. Memories of past scenes and past events, sober anticipations, and
castles in the air, rise to the surface and jostle one another like bubbles in a boiling pot.
To such people it is no doubt interesting to know that, unless and until they control their
Attention and keep it fixed on the subject they are learning, they will never be able to re-
member : and similarly it is interesting to a paralysed man to know that until his mus-
cles regain their power he will not be able to walk ; but it is no more use to tell the mind-
wanderer to keep his Attention fixed than to tell the paralysed man to move his leg. In
the one case, as in the other, the sufferer must be put through a course of treatment. But
iu the case of the mind-wanderer this necessity has not been recognised. No writer on

Mental Science has ever suggested that it was possible to give control over the attention
by a proper course of exerciser, far le.ss has any one suggested the kind of exercise neces-
sary. Now, one of the cardinal points in my System is this very treatment of Mind-
wandering. By following my instructions and doing the exercises I prescribe, the mind
is tiod down to the subject-matter by a tether which brings every excursion of the atten-
tion to an end with a sharp jerk ; and which ends in binding the mind down to the task
closely and continuously. Thus, by these unique exercises, the Habit of Attention is
created, consolidated and made firm and unwavering, for all future occasions.

TIME TO LEARN MY SYSTEM.— Those persons who are en-
gaged all day in hard labour or in mental or bodily dissipation, or in
other studies, should retire an hour or two earlier at night, in order to
get up an Iwur or two earlier in tlie morning, so that they can study these
lessons when the mind is fresh and the body rested.

E2gr NO NEW ACQUISITIONS can be made when the mental and
physical energies are exhausted.

My Discovery, so far as it pertains to this Lesson, demonstrated what
had never been suspected by any one before — that all memories — the strong-
est as well as the weakest— are PRODIGIOUSLY STRENGTHENED in
both Stages by learning and reciting forwards and backwards, or, what
is better still, by making and repeating from memory both ways, a series
of from 100 to 500 words arranged in conformity to the three Laws given
below, which Laws were revealed to me, on their Physiological, or only-
true side, by my Discovery.

Every First or Original Impression arouses or excites previous
Ideas or Congenital Predispositions to Ideas, through the principles of
Inclusion, Exclusion, or Concurrence ; and whenever we recollect or recall
any First Impression or Idea, we do it by passing from our present
mental state, through Inclusion, Exclusion, or Concurrence, to the regis-
tration left by the aforesaid Original Impression or Idea.

[See Pages 45, 46 and 47.]

FIRST EXERCISE.

THREE LAWS OF RECOLLECTIVE ANALYSIS.

I. THE FIRST AND PRINCIPAL THING THE PUPIL REQUIRES TO DO IN
THIS LESSON, IS TO LEARN THE DEFINITION OF THE FOLLOWING
THREE LAWS — AND TO BE ABLE TO CLEARLY UNDERSTAND THE EX-
AMPLES UNDER EACH LAW.

L INCLUSION indicates that you realize and feel that there is an over-
lapping of meaning between two words, or that there is a noticed or
recognised idea or sound that belongs to both alike, as, to enumerate
a few classes :

IS Simple Inclusion (mostty synonyms)— Riches, Wealth. Frequently,
jg Often. Obstacle, Barrier. Wretchedness, Misery. Loss, Lack. In-
g quire, Ask. Allow, Permit. Work, Labour.

£« Whole & Part— Earth, Poles. Ship, Rudder. Forest, Trees. Air. Oxy-
^ * gen. House, Parlour. Clock, Pendulum. Knife, Blade. Horse,
g Hoof.

*g Genus and Species — Animal, Man. Plant, Thyme. Fish, Salmon,
^a Tree, Oak. Game, Pheasant. Dog, Retriever. Gas, Oxygen. Rock,
*g Granite.

•;g Abstract & Concrete— (The same Quality or Property appears in both)
— Dough, Soft. Empty, Drum. Lion, Strong. Courage, Hero. Glass,
"to Smoothness. Gold, Ductility. Oxygen, Colourless.
J>» Similarity op Sound— Emperor, Empty. Salvation, Salamander.
3 Hallelujah, Hallucination. Oxygen, Oxen. Cat, Catastrophe. Top,
If Topsy. (Inclusion by sound is not punning.)
o

g II. EXCLUSION means that you observe that there is an antithesis, or
j3 that one word excludes the other, or that both words relate to one
and the same thing, but occupy opposite positions in regard to it,
»° as Riches, Poverty. Hot, Cold. Old, Young. Damp, Dry. Life,
to Death. Love, Hate. Joy, Sorrow. Courage, Cowardice. Health,

2 Sickness. Righteous, Wicked. Beauty, Ugliness.

g III. CONCURRENCE is the felt relation between two ideas or impres-

.© sions which we have sensuously experienced or tlwught of together or

*J almost simultaneously, or History has told us are together, although

j* having no relation necessarily — Daniel, Lion. Execution, Marwood.

§ Gravitation, Newton, Apple. Dives, Lazarus. Abraham, Bosom.
•3 Pipe, Tobacco. Michaelmas, Goose. Columbus, America. Grand-
•"* mother, Knitting. Socrates, Hemlock. Bruce, Spider. Nelson,
,S Trafalgar. Demosthenes, Seashore, Pebbles. Job, Patience. Wed-
** ding, Slippers. Wellington, Bonaparte, Waterloo. Oxygen, Priest-
's ley. Sin, Punishment. Will, Act. Cause, Effect. Lightning,

« Thunder.

*a [In the cane of the following pain, one word has been so often appropriated to the other,

^J that there seems to be something in common in the meaning of the terms — but it is not
so, they are mere cases of Concurrence, but of almost indissoluble Concurrence. For in-

4) stance, a man might examine a " spade " in all its parts and might even make one after

H a model, and not even know what " dig " means. The mention of "dig " is as likely to

*~* make us think of pickaxe as of spade. " Spade " does not mean *' dig," nor docs *• dig "
mean spade. u Dig " merely means the action of the " spade " or the use to which it is

m put. Henoe this pair of words does not furnish an example of Inclusion. But, as '* dig "

g is frequently appropriated to "spade" — as we have often thought of those words to-

^3 gether — this is a case of strong Concurrence. The term " swoop " is almost exclusively

c^ applied to "eagle." A certain action or movement of the eagle is termed swooping.

O But " eagle" does not mean "swoop," nor does ** swoop" mean "eagle." We always

«d think of " eagle " when we think of " swoop," but we do not always, or even of ten— think

fl of •* swoop " when we think of 4t eagle." It is not an example of Inclusion, but of mere

.2 Concurrence.
+2 Spade, Dig. Razor, Shaving. Coffin, Burial. Chair, Sitting. Scythe, Cut. Sword,

3 Wound. Pen, Write. Ears. Hearing. Road, Travel. Food, Bating. Paper, Write.
<g Wine, Drink. Worm, Crawl. Bird, Fly. Eagle, Swoop. Hawk. Hover. Ram, Butt.

5? Tooth ft-nach Whoal Tnm 1

Teeth, Gnash. Wheel, Turn.]

,£3 Before proceeding further, let the Pupil re-read the foregoing Laws,
H and endeavour to satisfy himself that each example really illustrates the
Law under which it is given.

Let the Pupil also make ont for each of the three Laws a list of illus-
trations different from any of the foregoing, and send it to me for criti-
cism. Send all the exercises on this lesson at the same time.

SECOND EXERCISE.

President
Dentist

I In. by

Dentist ^ Con.
Draw \ and In.

II. THE NEXT THING IS TO LEARN BY MEANS OF THESE LAWS THE
PRESIDENTIAL SERIES, PP. 36—39.

Now let the Pnpil ask wluit relation he finds between the following
words : —

There is nothing in common in the meaning of
these words. Nor is there any antithesis be-
tween them, nor have we ever thought of them
together, so that when we now think of one it
recalls the other from the operation of Con-
currence, but it is a case of In. by S. , as the
sound dent belongs to both alike.

The meaning which common usage has as-
signed to Dentist, is one who draws or extracts
and repairs teeth, &c. So some may deem
this a case of In., as the idea of " drawing "
belongs to both words, principally to dentist
and wholly to " draw." No one can think of
a dentist without thinking of drawing teeth,
so this is a specimen of Con., especially strong,
if we have had personal experience with den-
tists drawing teeth.

To draw is to pull, to use foroe — to overcome re-
sistance. To give up is to yield to force, to
make no opposition, to surrender voluntarily.
Here, then, are distinct opposites.

Self-sacrifice means to give up one's own interest
or what is dear to one. " To give up" is to
give up anything, trifling or important. " Self-
sacrifice " is to give up a great deal. It is In.,
G. and S.

Washington being a proper name, has no signi-
fication as such, no connotation ; it is a sound
to which the man answers. Therefore there
can be no In. by meaning here. But we have
thought of Washington and self-sacrifice to-
gether, as history has informed us that he re-
fused to be made Dictator by the army, and to
be elected President for a third term. Henoe
it is a case of concurrence.

Although a proper name as such has no mean-
ing, yet the parts or syllables of it may be sig-
nificant words, as tk wash" in Washington.
Wash belonging to " Morning wash" and

Draw j

To give up j

Ex.

To give up ) j
Self-sacrifice J in '

Self-sacrifice j
Washington J

Con.

Washington ) In.
Morning wash j* by S.

"Washington," this is a case of In. by S.
through the syllable " wash." fl^*It may be
well to remark that in imposing a name in the
first place, a reason may exist why that name
is given, as Alb us [whitej was given to the
mountains, now more euphoniously called
Alps, because they were white or snow-
crowned ; but Alps does not mean white to
the moderns. The word merely indicates or
points out the mountains so called.
Morning wash ) j If " Dew " is regarded as a •' Morning wash " of

Dew j ' the flowers, &c, then this would be a case of

In. by Genus [Morning wash] and Species
[Dew] of that " wash." As both imply moist-
ure, there is something in common in the
meaning of the words. It is simple In.

^ ew \ Can There is nothing in common in the meaning of

Flower beds ) * the words. But experience has told us that in

th( - "

be
)In. Ifw<
>or we
) Con. a

the morning the dew is often on the flower
beds. It is mere Con.
Flower beds ) In. If we merely think of flower " and " bouquet "
we should have In. by whole and part —since
Took a bouquet ) Con. a bouquet is a collection of flowers, and a
flower is but one of a collection. But if we
think of " flower beds ' as a whole by itself,
the relation between these two words and
"bouquet" would be Concurrence, since we
know that flowers are often selected from
** flower beds v to make a bouquet. Thus we
see that as words have sometimes several mean-
ings, and as we can bring them into different
relations according as we look at them from
one or another point of view, we may there-
fore find or discover the relations of In. , or In.
and Con. , or even of In., Ex. and Con., between
the same pair of words, as in the case of
' Plough, Sword. This is a case of In., since

both are cutting instruments. It is also Con.,
since we have t/iotiglit of them together in
reading about "Beating swords into plough-
shares," and also of Ex. , as one is the emblem
of Peace and the other of War.
Took a bouquet ) « Although we cannot get bouquets from all gar-
Garden j" * dens— kitchen gardens for instance — and al-
though we can sometimes get bouquets from
places which are not gardens, yet as we gener-
ally think of bouquets as taken from gardens,
this is mere Con.
Garden )« "Eden*' means a place of pleasure. Hence
Eden J * Garden of Eden was a pleasant place— a Para-
dise. We have often thought of the "Gar-
den" of "Eden" — of these words together.
Hence it is Con.

Eden ) -, The word Adams is merely the word Adam, with

Adams f ' the addition of " s." We have often thought

of Adam having been placed in Eden. It is

Con.

I. — Now see if you can correctly repeat these 13 words from memory
— not in doubles as in the above analysis (nor by recalling the words In-
clusion, Exclusion, or Concurrence), but as a Series If not, re-think the
relation between the words where your memory failed until you can re-
peat the 13 words in the exact order. This direction is almost univer-
sally violated. (^"Remember you are committing to memory, not by
repetition, but by analysis, and this requires that, where your memory
failed, you should re-fortify the first impression only by re-thinking the
relation between the words.

IL — What is really accomplished by the disagreeable act of endless
repetition ? Nothing, except vaguely impressing these relations [In. ,
Ex., or Con.] on the mind by a slow instinctive absorption, whereas a con-
scious Thought and a reflecting Analysis accomplish the same result with
a thousand-fold greater vividness by only one perusal. Besides, what is
consciously learned by Analysis remains — but what is vaguely absorbed
by rote is very soon forgotten. Again : suppose your memory is so weak
that in one or more instances you have had to re-think the relation be-
tween the words three or more times. This is very different from more
repetition. There is no thought in mere repetition, whereas in reviving
the relation between a pair of words there is a distinct act of thought.
You put " brains" into the operation. And, what is more, you do not
tickle the fancy or the imagination, whose burdens your memory would
have to carry in addition to its own, but you invigorate and intensify
the memory itself ; and the readiness of the recall always has rela-
tion to the vividness of the First Impression.

III. — If you had learned these 13 words by rote it would have occu-
pied very much longer time, perhaps 50 times as long, and if you wished
to say them backwards you would have to learn them backwards ! ! !
And this would have occupied you five times as long as learning them
forwards, because you would be constantly mixing up the forward or-
der with the return order. But, if you can NOW say them from " Presi-
dent " to "Adams," you can readily say them back from ** Adams" to
" President." Try!

IV. Now proceed in the same manner, solely by analysing the rela-
tion between the words, to learn the next set of words from " Adams" to
"Madison," so as to say this last series both forwards and backwards
from memory, and without mistake.

Adams ) c Adam fell from his first estate by not keeping the

The fall j * commandment. We have often heard or read

of l * the fall " of Adam. It is Con.
The fall ) j Failure is any kind of failure. The fall was a

Failure J " particular kind of failure. It is In. by Genus

and Species.
Failure ) j Here again we have In. by Genus and Species,

Deficit J" deficit being a special failure, a failure of

revenue.
Deficit ) j Deficit refers to lack of means of payment. Debt

Debt f * to the obligation and duty to pay.

Debt [bonds ) » This is a relation by Genus and Species. Debt

Confederate J covers all kinds of debts, and Confederate

Bonds are a species of debt.
Confederate bonds { q This is Concurrence, as Jefferson Davis was
Jefferson Davis ) President to the Confederacy that issued

the Confederate Bonds, which have never

been paid.
Jefferson Davis ) T , a
Jefferson [ In. by S.

Jefferson ) T „ , fi

Judge Jeffreys J ln * Djr B *

Judge Jeffreys ) c The "Bloody assize" was held by Judge Jef-
•• Bloody assize " ] freys in August, 1685. He caused upwards of

800 to be executed, many to be whipped, im-
prisoned, and fined, and more than 1,000 were
sent as slaves to American plantations.
*' Bloody assize " ) ~ The ** Bloody assize " caused or was followed
Bereavement ) ' by great bereavement. Whoever has thought
of the " Bloody assize," must have thought
of the grief and mourning it caused.
Bereavement ) c This is Concurrence. A bereavement is usually
Too heavy a sob J accompanied by sobbing. We have often

thought of heavy sobs in connection with great
bereavement.

Parental grief ) c Although a mad son usually causes parental grief.

Mad son \ ' yet there is nothing in common in the mean-

ing of the words. The relation is that of Con.,
as we naturally expect to find that a mad son
causes grief to his parents.

Mad son ) T „ , «

Madison f In ' ^ S '

Now recall att the word* in the reverse order from "Madison" to
€l President, " and then in the forward order from * 4 President "to" Madi-
son. " When, in learning a series, you have finished a set of words, always
go backwards and recite all the words from where you leave off to the
beginning, and then return. Every successive tenth (or thereabouts) word
(in capitals) will furnish a convenient stopping place.

Never start learning anything in this course of lessons before you
have read the directions, before you have understood how you are to
learn it.

On no account do the learning before you do the analysing. Recol-
lective Analysis is not grammatical analysis. What you have to analyse
is the relationship between each pair of words.

Let the Pupil learn the remainder of the Presidential Series and send
his Analysis thereof for criticism.

[The Names between brackets can be disregarded.]
President I To give up

dentist I self-sacrifice

draw I Washington [George]

morning wash

harassing

dew-

Harrison [William H.]

flower-beds

Old Harry

Took a bouquet

tempter

garden

Hit fraud

Eden

painted clay

Adams [John]

baked clay

the fall

tiles

failure

Tyler [John]

Deficit
debt

Wat Tyler

poll tax

Confederate bonds

compulsory

Jefferson Davis

Free icM

Jefferson [Thomas]

free-will offering

Judge Jeffreys

Burnt offering

"Bloody Assize"

poker

Polk [James K.]

bereavement

Too heavy a sob

end of dance

parental grief

termination u ly "

mad son

Adverb

Madison [James]

a part of speech

Madeira

ninth part of man

first-rate wine

Taylor [Zaohary]

frustrating

measurer

Defeating

theodolite

feet

TheophUu*

44 toe the line"

fill us

row

Fillmore [Millard]

Monroe [James]

more fuel

oar

Hot flame

boat

flambeau

steamer

bow

The funnel

arrow

windpipe

Pierce [Franklin]

throat

hurt

quinsy
Quincey Adams

Feeling
wound

quince

soldier

fine fruit

cannon

The fine boy

Buchanan [James]

sailor boy

rebuke

Jack Tar

official censure

Jackson [Andrew]

Officiate

"Stonewall"

marriage ceremony

indomitable

linked

Tough make

Lincoln [Abraham]

oaken furniture

arm-in-arm

bureau

stroll

Van Buren [Martin]

seaside

rent

Heavy SheU

splitting sides

molluscs

Divert

unfamiliar word

recreating

dictionary

camp fires
war field

Gakfield [James A.]
Guiteau
murderer
prison
Half-fed
well-fed
well-read
author

Arthur [Chester A.]
round table
tea table
cup of tea
Half-full .
divide
cleave

Cleveland [Grover]
a series or part of a series, is ever
words are cemented together by

Johnson [Andrew]
son

dishonest son
2'hievish boy
thieve
take
give

Guant [Ulysses S.]
award
school prize
cramming
Wagging
labouring
haymaking

Hayes [Rutherford B.]
hazy
Vivid
glowing

[None of the foregoing WORDS, as
to be mentioned to any one, nor how
my System.]

V. — I have two purposes in view in prescribing the learning of such
a Series as the Presidential Series. (1) To familiarise the Pupil with
the Laws of Analysis. (2) The daily recital of such a series forward
and backward tends greatly to strengtJien the natural memory. This
daily recital is not done to learn the series, for that is done in one care-
ful perusal ; but the subsequent recitals are solely to exercise and train
the memory.

VI. — My System of Memory -TRAINING accomplishes two pur poses.
(1) EVERY FIRST IMPRESSION will hereafter be much more VIVID
than formerly. My Discovery, as well as the universal corroboration of
it in practice, proves that contrary to the natural expectation, it is not
sufficient merely to know the Laws of In., Ex. and Con., as a matter of
mental science, but that it is necessary, in order to secure the above im-
provement in every first impression, to have ample practice in applying
these Laws in actually analysing those relations between words where
they are found to exist, and also much practice in memorising the order
of such words, and especially in reciting them forwards and backwards
from memory. In due time the mind will be unconsciously impressed
with these relations much more vividly than formerly, in a manner not
unlike the experience of the child in learning to read. At first every
word must be slowly and carefully spelled, but after some practioe they
are rapidly read at sight without being consciously spelt. The ambi-
tious Student who wants to acquire the peculiar and distinctive power of
my System in this respect will not fail to learn and recite the Presiden-
tial Series two or three times per day for at least one month,* with no
day omitted. And, if a Pupil's memory has become deteriorated through
lack of exercise, or from bad habits, or through the perverting influence
of mind -wandering, or bad health, or the approaches of old age, or ex-

* Of course he can still go on with his other Memory Lessons. He need not dtdaj his
second lesson until he has done this month's reciting.

cessive mental toil, and if he wishes to obtain the very highest results
of this practice, let him make four Analytic Series of 100 words, each
one containing as many Inclusions of meaning, and as few by sound as
possible, and there will of course be intermediate Exclusions or Con-
currences, or one may contain as many examples of Exclusions as he
can think of, and another as many Concurrences as he can introduce,
while another is so simple and plain as to be comprehensible by children
nine years old. Let him send me his analysis of any or of all these
new Correlators for my criticism, and then let him memorise them and
daily recite tliem two or three time* botii ways with the Presidential Hept-
archy and Dough, Dodo Series for a month! ! The rehabilitation and
highest invigoration of his memory in respect to every first impression
will reward his exertions.

THIRD EXERCISE.

The following 65 words should be thoroughly learned by Analysis,
and repeated forward and backward once or twice per day for twenty
days. In the next lesson it will appear clearly why, owing to the nec-
essarily limited choice of words, the analytical relations between them
are less obvious than if the choice had been unrestricted. The less ob-
vious, however, the connection, the better exercise it will be in tracing
the relations of In., Ex. or Con., with which it is now the Pupil's object
to become familiar.

[None of these WORDS, as a series or as a part of a series, is ever to be

mentioned to anyone.]

Dough

High Mass

Leap

Dodo*

Noisy

Lamb

Lay

Meek

Jam

Outlay

Nun

Rive

Money

Enough

Mad

Rogue

Muff

Dash

Watcher

Hand

Hash

Lair

Match

Dine

Chase

Dip

Inn

Lasso

Nile

Talk

Mule

Eddies

May hear

Bod

Bay

Harp

Gnash

Dray

Rhyme

Happy

Heavy

Leaf

Home

Numb

Lawn

Dome

Rouse

Rich

Egg

Lull

Honey bee

Hennery

Chide

Rear

Mope

Lad

Nag

Leash

Lag

Mum

Chain

Run

The foe

Bail

Dough

* A short clumsy bird of Mauritius, now extinct.

(2) The second result of my System of Memory-TRAINING is that
the general RETENTIVE NESS, or the Power of Recalling and Reviv-
ing past impressions, is enormously increased in every respect. No one,
I admit, would naturally have anticipated this result, but it was taught
me by my Discovery in the first instance, and every faithful Pupil's ex-
perience fully corroborates my Discovery. This result depends on three
indispensable conditions :

(a.) Each exercise in my Lessons must be learned in the exact manner
I point out (and never by rote or bv picture-making), and so thor-
oughly learned that there is the highest degree of CERTAINTY
always felt in reciting it. If a Pupil pays " I take no interest in
the- Presidential Series," or in any of the exercises of subsequent
Lessons, he simply declares that he is the Teacher, and not the
learner, and that he will not resort to the MEANS that my System
enjoins to secure the Power of it. All my exercises have been
chosen with the sole view of communicating that Power, and if
the Pupil acquires it he can hereafter sport familiarly with the
heaviest Memory tasks that can be imposed.
(b.) The NEXT condition is that he should so learn all my exercises
that he can recite them with the greatest possible RAPIDITY.
What is learned by rote and rapidly recited concerns that partic-
ular case only. But whatever is strictly learned by my Method,
and rapidly recited, strengthens tlie genekal retentireness. A
stickler for antiquated methods once asked me if committing to
memory by repetition an entire Greek Grammar verbatim would
not strengthen the natural memory as much as the Daily recital
both ways of the Presidential Series. My answer was "Certainly
not; learning the whole of that Greek Grammar by repetition
would not strengthen the natural memory, but, from excessive
strain, it would promote mind-wandering to an enormous degree.
When you have carefully read a sentence over once you have
usually exhausted and absorbed all the ideas in it, and every
subsequent repetition, adding nothing new, becomes by excess of
familiarity painful and distasteful. The mind will wander after
the second or tnird repetition. In fact, learning by repetition is
the cause of half the mind-wandering existing in this country.
On the other hand, the recital of any Series learned by Analysis
strengthens the mental cement between the thoughts. Learning
by repetition impresses the Memory as the flicker of the expiring
ember affects the eye. But learning by Analysis or reciting what
was so learned affects the Memory as the eye is affected by the
Electric Light. And the more STIMULATING the EXERTION
of Memory the greater its Physiological growth, in manner as
bodily muscle grows strong by judicious gymnastic exercise."
And the highest possible stimulation and invigoration of the
Memory is gained by rapidly reciting what has been learned by
Analysis. However slowly he must recite the Presidential Series
at first, he will soon be able to do it inside of a minute each way.
And if it takes a long time and much patience to do this in any
case, that person should know that it is because his memory is
very weak, and that he requires this mental gymnastic to enable
him to gain the memory he needs.
(ft) The last condition is the acquirement of absolute CONFIDENCE

in reciting my exercises in the presence of others, jy The exer-
cises in this Lesson are NOT to be repeated before anyone. Re-
citing to one s self what has been learned is a very different thing
from doing it before others. Whoever wishes to speak in public,
or pass examinations, or think or act before others — whoever is,
in short, not a hermit — should rehearse the exercises of JQp sub-
sequent Lessons in the presence of his friends as often as possible,
until he can say them as confidently as he can now say "twice
two are four 'MI Of course he must never give '"any idea " how
he has learned them — nor must he ever mention the Jt^~ Presi-
dential Series, Heptarchy Series, or the Dough, Dodo Series to
anyone, nor recite it to anyone, nor speak of the Three Laws of
In., Ex., or Con.

(d.) The RESULT of this thoroughgoing Memory-TRAINING is to
correct false habits of Memory-association, and to develop and
strengthen the cementing and reviving power of the Memory to the
highest attainable degree in regard to all subjects whatsoever.

(e.) Another RESULT is that the Pupil habituates his Memory to act
under the oontrol of his WILL.

(/•) Bt^* Another RESULT of this genuino Memory-TRAINING is
that my Pupils can hereafter learn to play or sing or speak with-
out notes 1 1 and this is done without resort to any devices, but
solely from their NEW memory-power. Musical notation, as in
a tune to be remembered, is a series of complex symbols ; and to
resort to any device to enable you to remember that series, would
be only imposing another burden on the Memory. Of course, the
Student must learn and understand the symbols ; and my Sys-
tem enables him to remember the series of symbols that make
the tune, by giving him a New and Stronger Memory. What was
hard or impossible for him to remember when his Memory was
weak, becomes easy to him when it is powerful.

(g.) EST Another RESULT of this Memory-TRAINING is that after
a little time the Pupil will, by a mental reflex, be affected by the
relations of In., Ex. and Con. without consciously analysing them,
not only between WORDS, but between sentences, propositions,
theories, chapters of books, &o. — a marvellous extension of in-
tellectual grasp and apprehension.

And what a trifling and merely temporary burden I impose for ac-
quiring the great and lasting power of a good Memory t !

1. flggp Members of a Correspondence Class mnst always enclose a
stamped directed envelope. This is the only condition on which I con-
sent to deal separately with Members of a Class. And private Pupils
should in every case send stamped directed envelopes if they wish the
most prompt replies, as writing and stamping envelopes take time, as
does also sometimes deciphering an illegible name and address I ! ! If
the next Lesson does not arrive, the Pupil will know why I !

2. Jt^" Every page of exercises must bear the Pupil's signature, and
if he belongs to a Class the name of its Organiser must be given with the
Pupil's name.

3. fcW* There is not the slightest use in sending for the next Lesson
unless the request is accompanied by the EXERCISES on the previous
Lesson. fl£IF" Besides, you should mention the name, as Recollective

Analysis, &c, not the number, of your last Lesson, as the exercises some-
times get mislaid. And n whenever yon refer to a past Lesson, mention
its subject-matter, and jg^" not its NUMBER.

4. If Pupils wish to keep their exercises, they must retain copies of
them, as I never return any exercises except those which require correc-
tion.

5. After you have completed the Course* you will find that everything
has been tlwught of and provided, for. Don't try to anticipate.

6. No answer is ever given to a J@^~ Post Card, referring to Lessons,
nor should any exercises be sent to me by book post.

Memory Athletes. — The names of those who excel in the use and
application of my System I usually enter in my book entitled the •' Loi-
settian Roll of Honour." Those who wish to have their names enrolled
must give me one month's notice after completing the course, and before
offering proof of their qualifications for enrolment.

The qualifications are (1) their having carried out ALL my directions
in ALL the lessons — (2) Their furnishing me proof of the time occupied
by them in memorising ten lines of unfamiliar poetry, selected by others,
and also ten lines of unfamiliar prose, selected by others, on at least ten
different occasions, together with a copy of the pieces memorised. [How
this can be done will be shown in future lessons.]

There must be no u conjuring" done here, by your indirectly *' forc-
ing r the attention of the Umpire to the particular portion of a column
of a newspaper you hand him, whereby you thus induce him, uncon-
sciously to himself, to select a passage already committed to memory by
you ! ! *! or by your getting some one to thus " juggle ,f for you ; but let
the Umpire receive no hint from you or any o/ie on your behalf as to
what printed matter or what part of it he is to select from.

[^~ A precocious youth (not thinking that, if he did not have any property to re-
spond to a Judgment to-day, he might have Borne that would have to satisfy it hereafter)
recently thought he could communicate 4 *an idea" of my System, in violation of his con-
tract with me, and, an he supposed, without any possible risk to himself ! ! But I think
be will * 4 never forget v - to keep similar engagements hereafter ; for he found, to his bitter
sorrow, that there was more in his contract with me than he had dreamed of. Both
briber and bribed got their deserts, as they always do in such cases. My treacherous
Pupil found that in taking money for what he had no right to sell, he was, in this re-
spect, guilty of getting money under a double false pretence. |3&~ Another acute youth,
intending to practice a fraud on me, signed my contract, not with his own name, but with
a false name, and thus rendered himself liable to a prosecution for forging another man's
name, with a view to injure me, without, as he hoped, risk to himself 1 He will never
forget the penalty that always awaits on rascality.]

Any Pupil having an exceptionally weak memory, or wishing to
strengthen his Natural Memory to an extraordinary degree, must make
one or more Analytical series' himself, and learn and recite them for-
wards and backwards, together with the *' Presidential Series," " Hept-
archy Series " and the '* Dough, Dodo Series," once or twice a day for
an entire month, with no day omitted, but never in the hearing of any-
one. Do not aim at introducing proper names, or any other special
words, but merely at connecting words by analysis, such as : — water,
wet, dry, moist, &c.

[None of these WORDS, as a Series, is ever to be mentioned to any-
one.]

HEPTARCHY SERIES.

Analyse the Series and send it to me . If you memorise it, do so by
learning ten or twenty words at a time, and reoite both ways daily for
one month, in connection with the Presidential, and Dough, Dodo
Series, and in extreme cases in connection with Series of your own mak-
ing

Heptarchy *

seven

"Sevenqaks"

Fine Oak

acorn

egg-shaped

Egbert

white of egg

Foaming

mad dog

wild dog

Wolf

lamb

sheep

Flock

wool

hairy

Bald

piebald

horses

"gees"

Fiji*

islands

land

mother earth

II.
Birth

ship

fishing smack

Fish sliow

flesh

blood red

Red

Red Republican

faction

Fact

factious

annoy

guarantee

fret

Edgar

ni.

garlic

onion

Alfred

Pickle

alphabet

acid

letters

corroded iron

Post

worn

letter-box

Warn

key
Ward

getting ready
Pack up

warder

pack off

door-keeper

retreat

Panel

repulse

painting

easel

VI.

IV.

Redan

Stand
standard

Daniel
Faith's trial
Test him

alloy
Brass

examination
scholar

coppers

illiterate

money

Monday

school

Birch

dunce's dread

Edred

Swain

labouring man
weeder
thistles
Destroy

Dreadnought
wicked
Belial \

generate

gender

neuter

leader
head

VII.

Canute

can

Edwy

bin

run ahead

Duster

pursuing officer

dust

BaUiff

rust

bail

Red-brown

nd archh, rule.

t See 2 Cor. vi. 15.

Discern
bright-eyed
cheerful
warm-hearted

Warm
warm work
battle

It is Joshua
crossing Jordan
wading bird
Heron
long bill
law bill
Chancery suit
The wise judge

MEMORY-TRAINING.

My System with all its exercises is solely for the purpose of DEVEL-
OPING and TRAINING the Natural Memory to such a degree of
Power that my System will be no longer required I I The exercises are
not too many. They have been planned and devised as the result of
many years* teaching. Whoever learns them as I prescribe, will, when
he has finished the Course, have a Memory and Concentration to his
heart's content.

brown study

foreboding

coach

forerunner

The stage

'All the world's a

VIII.

stage'

Herald

Mundane

arms

worldly

cannons

irreligious

Howitzers

Atheistic

strong tubes

stick

bamboos

paddle

hard canes

Canoe

Hardicanute

Indian

hardy sailor

dark

mast-head

Dismal

look out

RELATIVE VALUE OF THE THREE LAWS IX MEMORY-TRAINING.

Cases of In. by meaning are most important— Exclusions come next— Inclusions by S.
&Te next — and Concurrences are laHt, but scarcely in all cases least.

^F" If a Pupil finds that any one relation is weak to him, as In. by S., or Ex. or Con.,
he needs to develop an appreciation of that particular relation, until it is as effective to
him a* either of the others. And he can do this by making one or more Analytical Series
wherein that relation oftehest occurs, and then thoroughly memorising the same and re-
citing both ways daily with the others.

|3&~ But neither the Analytical Series I furnish him nor those he makes, must ever
be mentioned to anyone.

THREE LAWS OF RECOLLECTIVE ANALYSIS.

[These Laws of In., Ex., and Con. (also applicable to Emotional and
Volitional Acts) being physiologically specific and individualised — as in-
dicated to me by my Discovery, and by me verified in their nature and
action, by frequent trials and experiments extending over many years
— are, in Origin, Process, and Justification, totally unlike what one
might theoretically or speculatively imagine the operations of the intel-
lect must be. The publication of these trials and experiments will in-
terest students of Mental Physiology. I will mention only one — the
case of a gentleman who for 10 years had tried at various times to re-
call the name of a playmate at school whom lie had not seen for 45
years. After a slight Physiological preparation, designed to make him
recall past impressions more readily, I proceeded to sound a set of words
and I at once revived the lad's name by mere Inclusion by Sound — and
a weak one too— since, although the vowel sound was the same in both

cases, jet in each it was prefaced by a different consonant ! But let the
Pupil regard as an Inclusion by Sound only that in which the initial
consonants (if the syllables be preceded by consonants) are the same,
and the vowel sounds are also precisely alike. To show the difference
between weak and vivid Inclusions by S. , this direction is violated sev-
eral times in the Heptarchy Series, and in the Dough, Dodo Series — as
Enough, Muff ; Edred, Dreadnought, &c]

[The following remarks are not to be read except by those who have studied Mental
Science : — 1

Errors of Psychologists. — (1) Psychologists declare that Memory is an affair of the In-
tellect, and include it amongst the Intellectual Powers ! whereas Memory is wholly differ-
ent from any Intellectual Act. If Memory were an affair of the Intellect, then men of
great intellect would have the most powerful general memories in regard to all subjects
whatsoever I but the reverse is the rule and the exceptions occur only once or twice
in a century, as in the case of Macaulay for instance. If Memory were an affair of the In-
tellect, then idiots would have no memories at all ; and yet they often possess Phenomenal
Memories.

(2) Psychologists often confound tho Nature of the Memory with the Laws of Intel-
lectual Association ! 1 They confound the associating Act or Process with the Act or
Process which conserves or records the Association, ns well as with the Subsequent Act
which recalls the record to Consciousness. When any New Impression reaches the brain,
it cannot become associated with or coalescent with Previous Impressions unless those
Previous Impressions have been preserved,, kept in existence ; and it is this Receptive and
Conserving Power that constitutes the First Stage of the Memory. Association is there-
fore impossible without the Pre-existence of Memory. As a matter of fact, Memory is dis-
tinct from and anterior to Intellectual Association, as it exists in infants before Intellect
is developed, and sometimes in a high degree in idiots who evince only a modicum of In-
tellect, and even in the case of tho very lowest animals 1 !

(8) Instead of Memory being a Distinctive Peculiarity of the Intellect, it really has
nothing intellectual in it ; but it is a primordial function or peculiarity of every nerve
cell or ganglion, causing that cell or ganglion to keep a record, through molecular re-ar-
rangtment, of every act or operation or modification or movement that lakes place in it.
Every cell is its own Autobiographer. The traces or History of every Mental Act, whether
it be an act of the Propensities, of the Sentiments, of the Intellect, or of the Will, are pre-
served or recorded in the cells concerned in that Act ; and afterwards the SOUL reads
that record : and this reading of the First Impression constitutes the reviving or Second
Stage of the Conscious Memory.

(4) How, then, is Memory related to Intellectual Association ? Why, Intellectual Asso-
ciation cannot exist or take place without it, it preserves the association and revives it, as
it does all other Mental Acts or States.

(5) The Laws of In., Ex., or Con., are quantitatively and qualitatively different from the
Psychological Laws — The latter are confined to the Intellectual Operations only— The
Laws of In., Ex., and Con., including Intellectual Operations, but in an operating sense
unlike the Psychological Laws, also include all Volitional and Emotional Acts or States, as
well as that never absent underlying Condition that may he called the Organic Factor ;
and (this fact, which I discovered, is of supreme and unspeakable importance) the Mem-
ory retains what takes place in the mind directly and immediately in conformity to the
Laws of In., Ex. and Con., with infinitely greater ease and certainty than it does any
other mental acts. Another fact which I also discovered, and which is of the most trans-
cendent importance in training and developing the Memory, is that the learning and re-
citing forwards and backwards of a series of words arranged in conformity to In., Ex.
and Con., invariably strengthens the Natural Memory in both its stages to the highest
attainable degree. It is for these reasons that I call In., Ex. and Con. the " Laws of
Memnfry " par excellence.

(6) The theory of Association, as given by Psychologists, has not a leg to stand on.
The Law of Similarity is said to enable one Presentation to revive another that is like it.
A present Impression recalls an absent Impression, because of the reviving power which
dwells in its similarity to that absent Impression. Yet all Psychologists agree that one
Impression cannot be felt or cognised as similar to another unless both are present to the
consciousness at the same moment ! Thus, the Law of Similarity demands that the re-
vived idea shall be both in and out of consciousness at precisely the same instant ! 1 In
other words, that an Idea can operate and exert all the functions and powers of a Similar
before it is or becomes a Similar ! ! The Justification of the Law of Contiguity is equally
absurd. Without more than alluding to the fact that this Law demands the co-operation
of the supposed Law of Similarity, it will be clear that neither •• Association " nor " Con-
tiguity" actually occurs amongst the operating factors; for the Law claims that when
two unrelated Mental States havo occurred together, or nearly so, then the subsequent oc-

currence of a Mental State like one of the former tends to revive another Mental State like
the latter of them — for no sane man can contend that the recurring state is either of those
first named states I All mast see that the two first named states were never associated ;
and, although they were contiguous, they were never either of them afterwards revived.
The revived state was never either associated with or contiguous to that which revived it!
and the reviving state was never contiguous to, or associated with, either of the two previous
states ! 1 Finally, Psychologists who deny that Contrast is an independent principle of
association, still maintain that all our knowledge is of " doubles," and that we cannot
know k * any single thing " without, at the same instant, knowing its *• relative opposite" ! t !
After all this misreading of Nature, let us no longer look to these blind guides, these con-
fident introspectionists, who are forever grinding over the same eternal bag of sand ; but
let us enter the field of practical experiment with the Laws of In., Ex. and Con., and we
shall soon find that they possess a marvellous associating power : and, after having had
considerable practice with them, we shall discover that we have already made great prog-
ress in the Art of Never Forgetting.

(?) Psychologists did not suspect that the Laws of In., Ex. and Con. (of the extent and
of the modus operandi of which they are ignorant) could be utilised in the work of the
Memory, as indicated above (5) ; but, what is more important, they never suspected the
existence of that higher, broader, deeper, grander Association which I call Synthetic As-
sociation, and which I myself discovered, and which, as a Device for Memorising as well
as a Method for Memory-Training, the Pupil will find is wholly incomparable. But it is
indispensable that the Pupil should first master this Lesson.

(8) Have Psychologists then done anything to merit our gratitude ? Yes : and we can
never sufficiently repay them for their thoroughly disinterested study of mental opera-
tions, witn the sole aim of ascertaining what is the true manner of those operations.
They have not sought to turn their knowledge to any personal advantage or to find out
any utility to which their investigations might lead. Let them still persevere, not neglect-
ing the modern science of Mental Physiology. The latter cannot interpret the facts it re-
veals without the aid of Psychology, and Psychology is not the whole truth unless supple-
mented by Mental Physiology. Whoever pursues both these sciences together can be sure
of advancing true Mental Science to the utmost of his ability. And if he can add to exist-
ing knowledge only one new fact in Mental Science, he will be a greater Benefactor of
Mankind than if he were the most successful Politician, Railway King, or Military Cap-
tain of his time.

Space fails me to go into the exposition of what I call PHYSIO-
LOGICAL Redintegration. Redintegration, from the Metaphysical
point of view, was first suggested by St. Augustine of Hippo. , [Confes-
sions, lib. X. c. xix.] But, the meaning and mode of using the three
Laws of Analysis are all the Student requires to know in this Lesson.

(1) IMPORTANT— My ambition is to make everyone of my Pupils, without a single
exception, a perfect memorist. I never have any difficulty with a Pupil who has been in
the habit of regular study. Such persons enjoy my lessons, and their letters to me in re-
gard to the different lesson papers are full of gratifying praise and intelligent appreciation.
These always become Memory Athletes. But my ambition meets with some discourage-
ments sometimes in the case of Pupils who have not acquired as yet the habit of regular
study, and particularly in the case of those who are troubled with Mind-Wandering. The
learning of the exercises in this lesson and the daily reciting them forwards and backwards
establish the habit of regular mental work, and at the same time help to cure the worst
cases of Mind- Wandering. The difficulty, however, is to get these persons to DO these ex-
ercises in this manner. Not accustomed to do anything methodically and thoroughly,
they soon weary in attempting to do regular work on this Lesson. I have to constantly
remind them that mastering my System requires in their case more application and fewer
excuses — not promises, but performance. Hence these constant reminders look like
scolding. But they are not so intended. They are not, in fact, intended at all for the
genuine Students — but only for those who desire the improvement of their memories, but
think they are unable to co-operate with me to gain this improvement ; who will talk by
the hour as to their fervent wishes to secure the benefits of my System, and yet who will
not spend five minutes every day in studying it. Some misanthropes say, ** Why care
about them, then ?— They possess feeble brains — poor innutritious blood, and they were
born only to be 4 hewers of wood and drawers of water.' 1 " But my experience is that
the weakest specimens of humanity, if above idiotcy, can attain to student power and high
improvement, if I can only get them to master the simple but invigorating exercises of my
System. Hence, my ambition is aroused and spurred on to transform these self-neglecting
Students into higher types of men and women— to make them, in short, genuine scholars
and trained thinkers. Therefore, I again and again invite and reinvite them to shake off
irresolution and excuse-inventing, and for once make a determined effort to enjoy the
luxury of study and reap the reward of mastering the Art of Never Forgetting.

FOURTH EXERCISE.

QUESTIONS ON RECOLLECTIVE ANALYSIS.

The following Questions should he carefully read and the Answers
fully thought out — and if the Pupil's time admits of it, the Answers
should he written out and sent tome with the prescribed exercises. You
are not asked to answer the Questions from memory, but to write the
Answers after finding out the information in the Lesaon. No matter
how gifted the Pupil may be, he will find great benefit from working
out with painstaking the Replies to all the ensuing Questions : —

fi^~ If the Pupil is at all troubled with Mind- Wandering, let him
not fail to write out all the Answers to these Questions and send them
to me.

1. What objects are attained by learning my System ? Can these be
attained without learning it and doing Vie exercises required ?

2. What will prevent anyone being able to master my System ?

3. What is the Definition of Memory ? Does Mind- wandering allow
of any good first impressions ? Is there anything then for Memory to
recall ?

4. What is necessary, first, then, in the case at persons afflicted with
Discontinuity, before they can hope to master my System ? What
course should they pursue in studying my Lessons ?

5. Of what are Mind-Wanderers sometimes strangely ignorant ?

6. Is there any magic about the "Art of Never Forgetting " ? How
may it really be described ?

7. On what condition alone does the Pupil receive his next lesson from
me?

8. On what is my System built ? And what kind of a Method is it ?

9. What is the Physiological reason why Memory can be strengthened
by practice?

10. What are the two stages of the Natural Memory ?

11. What does every original impression vibrate or excite ? And
through what principles ?

12. In recalling any original impression, from what do we pass ? To
what do we pass ? Through what do we pass ?

13. Are the notes on pages 46 and 47 to be read by those who are
ignorant of Mental Science ?

14. What does "Inclusion" indicate? Give examples of Inclusion
— of whole and part, of genus and species, of abstract and concrete, and
of similarity of sound.

15. What does " Exclusion " mean ? Why is the term "Exclusion"
appropriate ? Give examples of Exclusion.

16. What does " Concurrence" mean ? Have words, related by Con-
currence, any relation to each other necessarily? Give examples of
Concurrence.

17. Where only is Recollective Analysis available ?

18. Where, on the other hand, is Synthesis available ?

19. What exercise on the Three Laws of Recollective Analysis should
you do before going further ?

And in this way the Pupil can write out and answer his own questions
on the rest of this lesson.

C^* On what condition alone do I deal SEPARATELY with the
Members of a Correspondence Class ?

Bt^" What should Private Pupils by Correspondence do in every
case?

£5f"' In answering the foregoing Questions, instead of repeating the
Question*, use merely the corresponding numbers, and then I shall
know in every case to what Question each of your replies relates.

KW If the Pupil does not possess perfect concentration and a thor-
oughly disciplined mind, let him re-read with the UTMOST PAINS-
TAKING the whole of this lesson, and he will derive great benefit from
such a re-perusal. Until he has mastered the Loisettiau Method of Study,
he will find that many most valuable ideas escape his notice in a single
reading. Many first-class students have acknowledged that they did
not absorb and appreciate the full power and utility of this lesson until
&vq or more perusals of it.

MNEMONICS.

[This chapter is to be carefully read only. Nothing in it is to bo
memorised.]

The distinctive PECULIARITY of Mnemonics is its imaginative,
story-telling, picturing method of " Associations," and that climax of
Artificiality, its Wheelbarrow or Key ! !

There are only two kinds of Mnemonical "Association."" (1) The
story-telling, phrase-making method. To show exactly what this is, I
quote from the ablest work on Mnemonics ever published, Maclaren's
•'Systematic Memory," 3d Edition. To connect together and mem-
orise the following words: " Crew, Tree, Ape, Exodus, Fire, Leaf. Star,
"Water, Archer, Pin, Crystal, Rug, Back, Pen, Nose," he invents the fol-
lowing story, which, when committed to memory, he assures us will
enable one to recite the series from Crew to Nose : —

The Mnemonical Story Method! !

•■ The crew of a vessel once came upon a tree, among the branches of which wan an ape,
the only one left aincc the inhabitants made an exodus, owing" to fire. This tree hsd only
one leaf, and a solitary star was reflected in a pool of water underneath, beside which
Btood an archer t rying to thrust a pin through a ball of crystal. He had a rug dangling
down his back and a pen through his nose,"

(2) To teach the picturing method, he shows how to learn by heart
the following series of words: l ' Horse, Luton, Bridge, Man, Coat, Fork,
Book, Mouth, Cicero, Wall, Cherry, Door, Mother, Cellar " : —

The Mnemonical Picture Method! !

*' Your Panorama will probably run something like this : Riding a horse [you cnn eaMly
picture yourself riding] over Luton Iindae [make your pictnrej I saw a man [picture]
with a coat on his arm [picture], he carried a fork in his hand [picrure] and a book in his
mouth [picture] which told of Cicero climbing over a wall [picture] and stealing a cberry
[picture] that grew near the door of his mother** cellar I picture]. Connecting these
words in some such absurd way as the above, yon will find no difficulty in repeating them
consecutively. The reader, who will here fairly test this experiment, will be agreeably
surprised to find himself already, in a degree, master of our Science " [p. 48].

To test my accuracy, I recommend the Pupil to huy the hook, pub-
lished by Pitman & Co., 20, Paternoster Row, London, price 1«.

A LEGITIMATE USE OF THE IMAGINATION

in education is to enable the Pupil to realise, or picture to the mind,
a description of persons he never met or scenes he never witnessed !
When Macaulay read an historical account, he endeavoured to call up in
mental vision the objects described ; if a person, his height, look of face,
style of dress, general appearance, &c. , &c. ; in other words, he tried to
realise the force and meaning of every epithet, exactly how the person
looked, as if he had his photo, before him or really saw him. As with
persons so with scenes, battlefields, &c, &c. He thus secured as vivid
a First Impression as was possible in the absence of the things described.
How different the manner of the ordinary Student who is cramming for
history examination! The latter seldom tries to reconstruct to his
mind's eye the persons or scenes described. He hurries through them
very much as he would hasten past an open drain ! or the most he does
is to memorise the mere words ! These descriptions have thus been to
him only so much gibberish. The power of realising the past and dis-
tant is a most potent force in self-education and in all education, because
the Pupil obtains in this way the most vivid possible First Impression.
But the Mnemonical use of the Imagination is for a different purpose,
and it operates in a different way.

When the mnemonist invents stories or mental pictures, to aid the
memory as he claims, he is not reviving his own experiences nor trying
to construe to his mind the experiences of others, but he is perverting
the use of 'his imagination by trying to picture as together what never ex-
isted together ; in trying to imagine as true, what he knows is false ; in
trying to imagine as fact, what he knows is fiction ; in trying to invent
unnatural juxtapositions so ridiculous and absurd as to disgust the com-
mon sense even of the fabricator! ! He must picture to himself that
he sees an archer trying to thrust &pin through a ball of crystal/ / with
a rug dangling down his back! ! and a pen through his nose! ! He
must imagine that he sees a man with a book in 'his mouth ! ! that tells
of Cicero climbing over a wall ! ! and stealing a clierry ! ! that grew
near the door of his mother's cellar ! ! Hundreds of pupils have ad-
mitted to me that even a week's use of these Mnemonical Methods had
created in their minds a morbid action of the Imagination. They began
to feel as if they were living in a world of Unreality — that they were
leading a life of Shams and Make-Believe ! and that they found them-
selves becoming Absent-Minded on all occasions and perpetual Day-
Dreamers, and that as they received no vivid First Impressions, their
memories became weak and well-nigh ruined. Such is the usual result
of this perversion of the Imagination.

That the Pupil may contrast these Methods with my Method of learn-
ing the Presidential Series, I subjoin an application of both of them to
that series.

The Story Method applied to the Presidential
Series! !

'A " President" of the United States was once sauntering medita-
tively along, when he ran up against an absent-minded military
"Dentist," who putting himself into a swordman's attitude at once

exclaimed, <c Draw ! '* The alternative presented to the President was
to fight or "To give rip/' and he decided upon the latter course, since
he deemed it no ** Self-sacrifice '* to his honour to decline to contend
with a tooth extractor. And, speaking of the great quality of self-
abnegation, we find it best exemplified in "Washington," who, if he
was as pure in personal habits as in moral character, must always have
indulged in a " Morning wash." As he did this indoors, it made no
difference to him whether there was " Dew " on the grass or not Yet
a gardener always takes great interest in a shower of morning mist
because he knows it will fall on his " Flower beds." Whence, on one
occasion, a poor flower girl " Took a bouquet " without asking leave ;
but she was discovered and arrested before she left the ** Garden," out
of which she was led in disgrace — as Eve originally departed from
'• Eden," in company with her consort in crime, Adam— from whose
name the modern name of " Adams" was undoubtedly derived. 1

But the true Mnemonical mode of memorising such a series is by
44 associating " them to the words of their Key. A Key is 100 or more
words that have been learned by more hard work than it takes to master
my whole System. These words are localised in Pegs or Places on the
floor, walls and ceiling of rooms, and then, whenever the Pupil wishes
to learn anything, he 44 associates " in one or other of the foregoing
ways each separate word, fact, or sentence, to the successive words of
the Key, and then he recalls his Key-words in succession, ard, if he
remembers his stories or pictures, he can recite the series thus "as-
sociated." The first 13 words of Gregor von Feinaigle's Key were as
follows :— [1] The Tower of Babel. [2] A Swan. [3] Mount ParnasRus.
[4] A Looking-Glass. [5] Throne. [6] Horn of Plenty. [7] Glass-
blower. [8] Midas. [9] Narcissus. [10] Goliath or Mars. [11] Her-
cules. [12] David. [13] Castle. Now I give the Key mode of memor-
ising the first 13 words of the Presidential Series.

The Story Method and the Key ! !

1. The "Tower of Babel" was built 4036 years before the first
"President" of the United States was sworn into office. 2. The hotel
called *' The Swan " was kept by a man who in early life had in vain
'tried to become a ** Dentist." 3. From several points on " Mount
Parnassus,*' a poetical landscape painter might view some very fine
scenes and, if at leisure, might sketch or '* Draw " one on the spot. 4.
When a monkey sees himself in a ** Looking-Glass," and puts his hands
behind it to find the original, he always has " To give up." The oc-
cupant of a " Throne 1 ' has sometimes been known to exhibit great
"Self-sacrifice." 6. A " Horn of Plenty " would have been welcome
to "Washington" when his army was starving at Valley Forge. 7.
Although a '* Glass-blower's" occupation is not particularly untidy, yet,
out of regard to common decency, he ought always to take a " Morning
wash." 8. 44 Midas" would have much preferred to sleep out in the
44 Dew," to wearing asses' ears. 9. 4 * Narcissus" was, owing to his
vanity, transformed into the principal ornament of a u Flower bed."
10. '* Goliath" expecting to conquer David in their memorable duel,
in anticipation of victory 44 Took a bouquet. " 11. The statue of 4 * Her-
cules" should always occupy the place of honour in the u Garden" of

a prize-fighter. 12. We have no reason to believe that " David," if he
had been placed in the garden of "Eden," would have overcome the
temptation of the serpent. 13. No antique '* Castle " was in existence
in America when John " Adams " assumed the office of Chief Executive
of the United States. [The Student must notice that it requires excep-
tional skill to invent such sentences, and a prodigious power of the
Natural Memory, combined with much study of them, to recollect them.
Hence, this Method demands talents which few possess, and imposes
burdens which still fewer can carry, and the stories are remembered
only a short time unless constantly repeated.]

The Picture Method and the Key !

1. You must imagine that you are on the " Tower of Babel," and
that you see the mass below you select a "President " who cannot keep
order. 2. You must imagine that you see a "Swan" submitting to
have an operation performed on his bill by a "Dentist." 3. You must
imagine that you are on " Mount Parnassus," and that you see a would-
be poet trying to " Draw " up the mountain a bundle of doggerel manu-
script poetry. 4. You must imagine you are standing by a * ' Mirror "
and can see a young lady gazing into it and resolving "To give up"
tight lacing, because it makes the tip of her nose red. 5. You must
imagine you can see Solomon sitting on his " Throne" and admiring the
" Self-sacrifice" of the woman who was ready to let her rival own her
child rather than see it cut in two. 6. Ycu must imagine you can see
a trumpet, shaped like a " Horn of Plenty," through which a trumpeter
is sounding the Advance to the American Army, by the command of
General "Washington." 7. You must imagine you can see a mad
" Glass-blower " taking his " Morning wash " in molten glass. 8. You
must imagine you can see "Midas" wearing out the tips of his long ears
in flicking the "Dew" off the rose-tree buds. 9. You must imagine
that you see a " Narcissus," which is the only surviving flower, in a
patch of ground formerly cultivated as a " Flower bed." 10. You must
imagine you can see " Goliath " bragging to his friends that he will have
the easiest victory over the country-boy David, who, he asserts, never
took a prisoner or took a mans life, or did anything more valiant than
that he "Took a Bouquet" from some rustic rival. 11. You must
imagine you can see "Hercules" stealing golden apples from the " Gar-
den " of the Hesperides. 12. You must imagine you can see " David"
trying to knock apples off the tree of knowledge with his harp, for
which purpose he has climbed up the gate of "Eden." 13. You must
imagine you see in a ruined "Castle," Eve and her husband eating
apples, which he says are hers, and she says are "Adam's." (This
Method is easy to all who are endowed with extraordinary activity of
imagination, and ruinous to all, as it still further cultivates the fancy
to a morbid degree and causes the mind to wander to a fatal extent.
As an aid to memory it cannot be depended on at all. It may help for
a few minutes or hours. For a longer period, only everlasting reviews
can make it endure.)

Remarks — If the Pupil were to be taught by all the mnemonical
teachers in the world, and to study all their published books, he would
be given no other method of dealing with the first 13 words of the Pres-
idential Series, except, perhaps, by barbarous doggerel rhyme and

idiotic punning. These Methods are what they call "associating"
words or ideas together! These stories or pictures must be invented
and memorised, and recalled every time you wish to recite the series! !
It is possible, after recalling the stories or pictures a great many times,
that a person possessed of a powerful natural memory could recite the
series without recalling the stories or pictures. But the rule (there may
be an occasional exception) is that the mnemonical means resorted to
must always be recalled before you can revive what they were invented
to unite together. On the other hand, when a Pupil has learned the
Presidential or other Series by Analysis with one careful perusal, he can
recito the series both ways without thinking of the In., Ex. and Con.,
by which they are cemented !

Nor is this all. The practice of inventing these unnatural mnemonical
stories, and making these unnatural mnemonical pictures, so cultivates
the fancy, as to cause the mind to wander on all occasions.

On the other hand, thinking out the relations between words in any
Analytical Series helps to enchain and interest the Attention, and the
recital forwards and backwards strengthens both Stages of the Memory
and both Functions of the Continuity.

One word more. I have never taught my System to a mnemonical
teacher or author. Unless such a man is devoid of tricks and genuinely
honest, he would only misrepresent my System. His Continuity, as a
rule, is broken down. Making mnemonical pictures has made his
fancy morbid, and he is known as " the absent-minded man." He can-
not study, or control his Attention for any length of time. And he
would look upon learning the Presidential Series as a mountainous
task ! ! It would be, if he learned it by his System. And he has no
patience to try to learn and practise another Method.

On the other hand, sometimes Pupils who have a bad Memory and a
weak Continuity resort to a dozen or more cheap and worthless
mnemonical books, and work, for perhaps months or years, at Keys
and Picturing, until their mental operations are perverted by Mnemon-
ical Artificiality, &c. Then they come to my Lessons, and prove in-
capable of looking at them, except through mnemonical spectacles.
They read my instructions with a wandering mind and fail to grasp my
meaning. (1) They jump to the conclusion that I use a Series, learned
by Analysis, as a Key of Words or '* Pegs,/' to tie or associate other
words to ! I never did, and I do not now do anything of the sort.
(2) Some of them also misunderstand my System in another respect.
Whilst the unprejudiced Pupil knows he cau learn such a series as the
Presidential Series by one painstaking perusal, 10 or 15 words at a time,
he also knows that I recommend him to recite such a series learned by
Analysis, both ways, once or twice a day for one month, as a means of
developing and strengthening his Memory and Continuity. Some of
these disjointed and crack-brained victims of mnemonics get the im-
pression that a Pupil has to repeat over an Analytic Series once or twice
a day for an entire month, in order to lkakn the series ! ! I trust my
Pupils will not allow such misleading talk in their presence without
correcting it Of course it will not be right to quote any part of the
series, or to state how it is learned (to anyone whom you have not
known to sign my contract), but the remark can be made that the daily
recitals are not made to learn the series, but only as a Memory and Con-
tinuity-Trainer, &c.

-s FIFTH AND LAST EXERCISE OF
I THIS LESSON.

LEARNING BY " ROTE " IS NOT LEARNING AT ALL.

»j " Cramming " is learning by heart, by means of endless repetitions, g.
W without comprehension. It is useless, except for a temporary purpose, m
r for what is thus learned is soon forgotten. It is ruinous in results, be- ©"
i3 cause it promotes Mind-wandering to an alarming degree ; and it is the »
*a most laborious way of learning, the hardest, the most tiresome and g
§ wearying, and it takes much longer time. Hence, in every way, it is to fj
*— ' be condemned. •

— — - - ©

2 by means of endless repetitions, is merely remembering a series of sights g
<g [words written or printed], or a series of sounds [words spoken], with- ni
d out any or the very smallest amount of comprehension, and the process 3
S is that of mere Concurrence. One of the many possible proofs may be §f

«g seen in the statement of Dr. Maudsley, that he had seen an idiot at g

Earlswood Asylum who could read a column of the Times newspaper g-

9 but once, and repeat the whole of it without mistake ; and he had heard p

3 of one who could, after a single reading, repeat the column forwards or ~*
^ backwards. These idiots possessed the viswd word memory. 2
5 These cases show that memory can be perfect with no comprehension g
,p of what is learned. The following is a case of avditory word memory <&
.2 mentioned by Dugald Stewart — *' Philosophy of the Human Mind/' §
•p, chap. VI., sec. 2 : — * 4 1 knew a person who, though completely ignorant §*
g« of Latin, was able to repeat over thirty or forty lines of Virgil, after -*

having heard them once read to him % not indeed with perfect exactness, |j*
co but with such a degree of resemblance as (all circumstances considered) ta^
§ was truly astonishing ; yet this person (who was in the condition of a g-
«o servant) was singularly deficient in memory in all cases in which that ^
§ faculty is of real practical utility. He was noted in every family in *t
•§ which he had been employed for habits of forgetfulness, and oould 2
."§ scarcely deliver an ordinary message without committing some blun- J£
g der." g,

"g This servant possessed a prodigious memory for auditory impressions ^
ft. for the mere succession of sounds. The reason he could remember the §
a 30 or 40 lines of Virgil was, that he had to attend to the sounds alone, _
•tn not being capable of understanding their meaning ; but, in listening to £
d a message, he had to try to grasp the meaning, and being doubtless g
" w troubled with mind-wandering and possessing feeble powers of appre-
•g /tension, he could only succeed in giving the message as he had under- p
j5» stood it, which was pretty certain to be more or less incorrect. And be-
g ing probably very weak in visual sensations, he noticed few things and
^ therefore got no vivid sight or eye impressions. These cases— and I

could add many others well authenticated — prove conclusively that rote

learning or learning by heart does not necesmrily require or demand any

intellectual comprehension of the matter thus learned.
My System insists on Pupils always first understanding the sentence

or the matter to be learned ; when that is done, half the victory is gained,
and the rest is easily and quickly acquired. Simple sentences or prop-
ositions are readily understood — as, Iron is hard. Lead is heavy, Move
the right foot forward ; but suppose you have the simple sentence, " An
Echidna is an Ornithodelphian. ' In such a case, unless the Pupil re-
sorts to a dictionary (he should never be without the best dictionary he
can afford), this sentence will be a riddle to him until he learns the
meaning of it by a special study.

But complex propositions are extremely hard to be comprehended at
a glance. To comprehend such a sentence, let the Pupil analyse it,
that is, take it to pieces ; and then, having found the simplest form to
■which it can be reduced, let him go on, step by step, adding one idea
or qualification at a time, until he has gradually, and with understand-
ing, rebuilt the complex sentence, and in this way, if he goes through
with the reconstruction two or three times from memory, he will have
absorbed all the ideas of a sentence, however complex. Take the defin-
ition of Memory, " Memory is the revival of a past Mental Impression."
Its simplest form is — (1) Memory is a revival. Now add on one modi-
fication at a time from memory, till you reproduce the original sentence.
In this way, you will have — (2) Memory is the revival of an Impression.
(3) Memory is the revival of a Mental Impression. (4) Mentory is the
revival of a past Mental Impression [same as (1) First Impression and
<2) its REVIVAL].

Suppose you are studying Geometry, and you wish to fix permanently
in your memory the comprehension of the % proposition of Prop. I.,
Book I., to wit: "To describe an equilateral triangle upon a given
finite straight line." You take it to pieces and try to realise the mean-
ing of each of its parts, thus : (1) A triangle. If you have learned the
definition you know that a triangle is a three sided figure. &c. (2) An
equilateral triangle. You now observe that it is a three -sided figure
whose sides are equal. (3) To describe an equilateral triangle. You
have merely to draw it or sketch it. (4) To describe an equilateral tri-
angle upon a straight line. Here you see that you must draw it. not
upon any part of the paper or board, but upon a straight line on that
paper or board. (5) To describe an equilateral triangle upon a gi en
straight line. You must draw it, not upon any straight line, but upon
some particular straight line. (6) To describe an equilateral triangle
upon a given finite straight line ; not upon a line of unknown length
but upon a lino of definite length, &c. If you repeat these successive
reconstructions a few times from memory, you assimilate the whole of
that proposition and all its parts with pleasure and certainty.

Let us apply this method to the comprehension of the three laws, pp.
82 and 33. I. "Inclusion indicates that you realise or feel' that there is
an overlapping of meaning between two words, or that there is a noticed
or recognised idea or sound that belongs to both alike." You can begin
in different ways ; but, however you begin, or with whatever part, you
always start with the simplest idea, and add on new ideas successively.
(1) There is an idea. (2) There is an idea or sound. (3) There is an
idea or sound that belongs to both. (4) There is an idea or sound that
belongs to both alike. (5) There is a noticed or recognised idea or sound
that belongs to both alike. (6) There is a?i overlapping of meaning or
there is a noticed or recognised idea or sound that belongs to both alike.
(7) There is an overlapping of meaning between two words, or there is a

noticed or recognised idea or sound that belongs to both alike. (8)
You realise or feel tlmt there is an overlapping of meaning between two
words, or that there is a noticed or recognised idea or sound that belongs
to both alike. (9) Inclusion indicates that you realise or feel that there
is an overlapping of meaning between two words, or that there is a no-
ticed or recognised idea or sound that belongs to both alike.

THREE REMARKS.— (1) In meeting new or unfamiliar terms, look
up in the Dictionary, not only the definition, but the derivation or what
the word is made up of. You thus analyse the term — e. g. , Inclusion
is from " in," which means in or within, and "claudere." which means
to 4, shut." Literally, it means " what is shut up or within.'* This is
always a help, and sometimes a great help, in fully understanding the
meaning of unfamiliar, scientific or other words, even when one is igno-
rant of the language from which the English word is derived. The ex-
planation of the origin helps. (2) The practice of this method of analysis,
if continued for some time in regard to sentences of complex meaning,
so trains the apprehension that the mind will hereafter more quickly
and fully seize the meaning and exact import of new propositions, even
in cases where the method is not consciously applied. (3) In the case
of this Definition of Inclusion [as well as in all other cases], if the Pupil
can repeat from memory all the clauses in succession from (1) up to i9) a
few times, he will retain a clearer and more vivid comprehension of
that definition than if he had repeated the entire definition a hundred
or more times in the usual manner.

II. " Exclusion means that yon observe that there is an antithesis, or
that one word excludes the other, or that both words relate to one and
the same thing but occupy opposite positions in regard to it." (1) There
is an antithesis. (2) You observe that there is an antithesis. (3) Exclu-
sion means that you observe that there is an antithesis. (4) Exclusion
means that you observe that there is an antithesis or that one word
excludes the other. (5) Exclusion means that you observe that there is
an antithesis or that one word excludes the other, or that both words
relate to one and the same thing. (6) Exclusion means that you observe
that there is an antithesis or that one word excludes the other, or that
both words relate to one and the same thing but occupy opposite posi-
tions. (7) Exclusion means that you observe that there is an antithe-
sis or that one word excludes the other, or that both words relate to one
and the same thing but occupy opposite positions in regard to it.

REMARKS.— After carefully studying the foregoing Analysis, let the Pupil, before
looking at my Analyst* of it, deal in a similar manner with the definition of Concur-
rence, and send his Analysis to me for criticism. And with the exercises on each of
the subsequent lessons, let him send me a few sentences of his own selection, analysed.
And let him not begrudge the time spent in this matter, however busy he may be. It
is a very good preliminary exercise of mind to qualify him for rapidly and almost uncon-
sciously Hbsorbing the meaning of all he hears or reads. There is another practice which
is most efficacious in creating the habit of quick and exact apprehension of what one
hears, sees or reads. It is the practice of preparing questions and answers on what one is
studying. In this and the next lesson, I have drawn up a few questions, to which I hope
the Pupil will send me his own written replies. But, in the remaining lessons, I trust the
Pupil will send me his own questions and answers on them, and let them l>e as exhaustive
and searching as possible. And if time fails him to do both the questioning and analysing
of sentenceu. let him on no account neglect the latter, but let him send me a full s*'t of
questions and answers on these four pages. In the next and subsequent lessons, I 6hall
present a New and Original Method of rapidly memorising prose or poetry.

III. " Concurrence is tjie felt relation between two ideas or impres*

sions which we have sensuously experienced or thought of together, or
almost simultaneously, or history has told us are together, although
having no relation necessarily. * (1) Concurrence is the relation between
two ideas. (2) Concurrence is the relation between two ideas or impres-
sions. (3) Concurrence is the felt relation between two ideas or impres-
sions. (4) Concurrence is the felt relation between two ideas or im-
pressions which we hare experienced. <5) Concurrence is the felt relation
between two ideas or impressions which we have experienced or thought
of. ' (6) Concurrence is the felt relation between two ideas or impres-
sions which we have experienced or thought of together.- (7). Concur-
rence is the felt relation between two ideas or impressions which we
have experienced or thought of together or sirnultaneovsly. (8) Con-
currence is the felt relation between two ideas or impressions which we
have sensuously experienced or thought of together or almost simulta-
neously. (9) Concurrence is the felt relation between two ideas or
impressions which we have sensuously experienced or thought of
together or almost simultaneously. (10) Concurrence is the felt rela-
tion between two ideas or impressions which we have sensuously expe-
rienced or thought of together or almost simultaneously, or history fias
told us are together. (11) Concurrence is the felt relation between two
ideas or impressions which we have sensuously experienced or thought
of together or almost simultaneously, or history has told us are together,
aWwwgh having no relation necessarily.

REMARKS. — The dullest person ought readily to nee why this method secures the com-
prehension of a complex sentence or proposition mnch more quickly and thoroughly than
the method of endles* repetition of the entire sentence. Every impression reaching the
brain becomes affiliated on to or dovetailed in with its like, similar, or Analogue that is
already there registered. A single or simple idea is more likely to find its like or analogue
at once and without delay than that idea will find its like or analogue if modified or miked
up with other ideas. When the mind has absorbed a simple idea, it can easily absorb that
idea in connection with another idea. Then these two ideas can easily receive an acces-
sion of another idea. In this way ten modifying ideas can easily and successively be
absorbed, when if the eleven ideas altogether had been presented, they could not have
been understood at all. If a Chinaman looks for the first time at a page of an English
book, it is all confusion to him. He recognises nothing, only plight differences between
. the letters and words. But if he learns a few letters of the English Alphabet, and then
returns to that page, he will now recognise those letters which he has learned. When
he has learned the entire English Alphabet, he will recognise all the letters on the page,
but he will not know the meaning of the words. When he has learned 2000 or 8000 Eng-
lish words, he will probably be able to understand the entire page, which formerly had no
meaning to him. The human mind must always proceed from the simple to the complex,
and in this way, and in this way only, can it comprehend and understand new and hith-
erto unfamiliar ideas or knowledge.

PART II.

SUPPLEMENT TO RECOLLECTIVE ANALYSIS.

Mv system is learned, not from understanding the THEORY
of it* but solely and exclusively by DOING the EXERCISER

PREPARATION FOR MEMORISING
DATES OR ANY NUMBERS WHATSOEVER.

HISTORICAL PREFACE.
(Not to be read except when reviewing this Lesson.)

The Masorites — those indefatigable commentators— undertook, some
1200 years ago, to make an accurate inventory of the contents of the
Hebrew Bible. They counted chapters, paragraphs, verses, even all the
words and letters in each book. The result of their investigations can
be found printed at the end of every book of the Hebrew Bible. It is
unnecessary to add that all this painstaking was done to prevent corrup-
tion or alteration of the original text of the Sacred Records.

Now comes the remarkable fact that, in order to help tfte memory they
represented the number of chapters, verses, &c, by means of a familiar
sentence, taken at random from some portion of the Bible, the numeri-
cal value of the consonants in such a sentence giving the exact number
to be remembered ! t An entire sentence was 6eldom required for this
purpose, and when only a part of a sentence sufficed, the particular
words appropriated to express the number were printed in larger and
bolder type, while the rest of the sentence appeared in smaller type.
See almost any Hebrew Bible.

Thus, we know that the Jewish Rabbis anticipated and gave the ex-
act model of all modern Figure Alphabets more than 1200 years ago.

Modern nations have all imitated the Jewish method of expressing
numbers by the consonants of words^ as more easily remembered than
the figures themselves. Dr. Richard Grey, who published his Memovin
Technical in 1 < 30, expressly admits that the Hebrew practice suggested
to him his own Figure Alphabet, and numerous other persons, learned
in the Hebrew tongue, doubtless made Figure Alphabets for their own
use without ever taking the trouble to publish them.

Previous to the time of Leibnitz, a Figure Alphabet was in use in
Europe. By whom it was originated is not known. Leibnitz himself
did not know. It was probably a Hebrew scholar. The earliest figure
alphabet was a downright jargon. The first, so far as is known, who
published a Figure Alphabet, was Stanislaus Mink von Wemsheim or
Winkelmann. He made a Mnemonical Key of the 12 Signs of the Zodi-
ac. He then divided each sign into 30 subsections, making in all 360

Key Localities II If his practice was similar to that of modern mne-
monical authors, who rarely, if ever, acknowledge where they get their
figure alphabets [in order that their pupils may suppose that they in-
vented the device], and we have no occasion to think it was different,
then we have an additional reason for presuming that he got his alpha-
bet from some older and now unknown source, if not direct from the
Hebrew Bible. His mode of expressing the date of his own publication,
1648, was as follows: — "aBeo iMo aGoR." At this time Mnemonics
had become such a stench in the nostrils of the public, from its cultiva-
tion of unnatural Keys and Artificial Associations, that its votaries
could not have secured any attention to their imitation of the Hebrew
practice. But the philosopher Leibnitz, finding a Figure Alphabet in
existence— probably the same one that Winkelmann had borrowed —
quickly saw the utility of such a device, and at once popularised it and
translated figures into words. He recommended it as a * * secret how
numbers, especially those of chronology, can be deposited in the Mem-
ory, so as never to be forgotten." This endorsement of the Method of
translating figures into words by the great thinker Leibnitz attracted at-
tention to the device, as soon as his opinion became known. And at
once numbers of chronologists and mnemonists set to work, each one to
make a Figure Alphabet for himself ; and the result has been that
every conceivable form of Alphabet has been used, and it would be im-
possible for anyone to devise any new collocation of consonants. All
possible forms have been anticipated over and over again. According-
ly, I have adopted what seemed to me to be one of the best, and I have
always acknowledged that it was owing to the skill and recommendation
of Leibnitz that the modern un-Jewish European world has had the
benefit of a practicable Figure Alphabet. Yet, when I come to deal
with the words into which I translate figures, my Method is unlike that
of Leibnitz himself or of any other teacher of memory ! I And, in fact,
it is of very little account what particular alphabet is used, provided it
is made perfeotly familiar. It is in Associating the figure-word with
the event to which it belongs that the essential difference lies ; and, in
this respect, my Art of Never Forgetting is wholly incomparable.

Reflection will show that, in translating figures into words, I am not
introducing an " Artificial " element into my System; because numbers
applicable of themselves to everything in general, and meaning nothing
in particular, are pure mental conceptions ; and, in transforming them
into words or phrases, I am practically only turning Abstractions into
Concretes.

FIRST EXERCISE.

' THE FIRST THING TO BE ACQUIRED IS TO LEARN THE EQUIV-
ALENTS IN CONSONANTS OF THE CYPHER AND THE NINE DIGITS, AS
8EEN IN THE TABLE BELOW. THE EXPLANATIONS WILL SHOW YOU
HOW TO DO IT.

The explanations and examples will make this acquisition
very easy.

FIGURE ALPHABET.

t
th

1 m

J
ch***

g hard

c h«rd

C"° ft

g .oft

If you imagine the capital letter S cut into two parts, and
the bottom half attached to the top half, it would make a
nought (O)- That is why S is translated into 0. C*° ft as in
cease has the same sound as S, and Z is a cognate of S — that
is, it is made by the same organs of speech in the same position
as when making S, only it is an undertone, and S is a whis-
pering letter. Besides, Z should represent O because it be-
gins the word Zero — C"° ft should also stand for O f° r the
additional reason that C ,oft begins the word cypher. Thus,
in translating a word into figures, we always turn S, Z or
Q.oft i n j. ^ . or ^ £ n turning figures into words, we always
translate a nought (0) into S, Z or C' oft . We use "t" to rep-
resent 1, because "t" has one downward stroke, and we also
represent 1 by "d," because "d" is cognate of "t." We rep-
resent "n" by 2, because "n" has two down strokes, "m" by
3, because "m" has three down strokes, "r" by 4, because it
terminates the word four in several languages, and "1" by 5,
because in the Roman alphabet L stood for 50, and we dis-
regard the tens, and we make it stand for 5 or the first figure

to be an

eight elongated, and "v" is the cognate of "f." "b" and
"p" represent 9, because 9 is only an inverted "b," and "p"
is its cognate.

The phrase "6 Shy Jewesses chose George" gives through
its initial consonants the representatives of 6, viz. : sh, j, ch,
and g"°\ The phrase "7 great kings came quarrelling " gives
the letter equivalent of 7, viz. : g h ' rd , k, o h * rd ^ and q, also the
final ng. This mode of expressing a new meaning by the
consonants of a word was practised by the ancient He-
brews.* Kalbag was a word invented to indicate four words
by its consonants. Thus, R=E — abbi, L=L — evi, B='B — en.
G=G — erson.f The representatives of the figures from up
to 9 are given in the consonants of the first phrase below,
and in the initial consonants of the ten subsequent phrases
following the figures : —

" Sidney Merlish gave a bow.'^

Naught (0) So JSfealous Ceases.

One (1) Tankard this X>ay.

Two (2) headed Nightingale.

Three (3) jVeaia.

Four (4) Tfoadsters.

Five (5) "Zamps."

Six (6) Shy Jewesses Chose George.

Seven (7) Great JRngs Came Quarrelling.

Eight (8) Fold. Value.

Nine (9) beautiful Poems.

This explanation is a help to remember the letter values of
the figures. Another way to fix these values in mind for per-
manent use is to turn words into figures. This practice
quickly enables you to convert figures into words, and to trans-

* A lady wished to remember the Abbreviation L. K. Q. 0. P. I. [Licentiate of King's
and Queen's College of Physicians of Ireland], so she made this Phrase : " Licensed to
Kill, Qualified to Cure, Patient* Invited "Ml

t Here we see that tho same consonants in the same word were used for two different
purposes, one to spell the new Proper Name of Ralbag, and the other to indicate by a
new use of the consonants that Ralbag was the Rabbi Levi Ben Gerson. This Hebrew
practice was the undoubted origin of the double nso of consonants to spell words, and, at
the same time, to indicate figures by a new meaning given to the consonants. The same
practice prevailed among the ancient Greeks. This Hebrew practice, besides giving ori-
gin to the Figure Alphabet, was availed of to make a secret Cypher. It was the origin
of Acrostics. And it led to the use of words to express different degrees of the same
thing and different persons bearing the same name, or Homophones in the case of Kings,
&c.,«the initial letter beiug the same as that of the King, and the final consonant telling
whether he was the first, second, third, &c., of that name. To indicate briefly the dif-
ferent English Henrys, for instance: Head = Hen. I., Hen = Hen. II, Hem = Hen.
III., Hair = Hen. IV., Hall = Hen. V., Hush = Hen. VI., Hack = Hen. VII . and Hive
= Hen. VIII. The number of ways in which these Henrys can be thus abbreviated by
the use of this Hebrew Method is very large. As the principle of this Method unques-
tionably became the common property of the civilised world by inheritance from the He-
brews, It is rather presumptuous for mnemonical authors to claim that they originated
the device. If it could be established that they invented it as well as the Figure Alpha-
bet, without referring to the Hebrew practice. I should be delighted to award them due
praise, but the proof points the other way. They have no right to assume the contrary
of the fact.

late them back into figures. 9&~ Facility will be attained
before the 5 lessons are completed.

The great utility of this practice will appear when SYN-
THESIS is mastered.

As many mnemonists use the same Figure Alphabet which I use, the
words chosen to represent the same dates may be the same in their
books and in my lessons ; yet, there is nothing in common in our Sys-
tems, as such, since the Figure Alphabet is not their invention, and
since my Method of Connecting the Bate-word to the event is totally
unlike their Methods.

RULES.

Not to be glanced at or skipped, but to be carefuUy studied.

1. — Two consonants of the same kind with no vowel between,
provided they have the same sound, treated as one con-
sonant, as "11"=5, "nn"=2, "rr"=4, dd=l, &c.
But the two consonants have different values, in accident
= 70121.

2. — All silent consonants are disregarded, as " Ph " and " h "
in " Phthisic "=107 ; " b " in " Lam6 "=53, " Com& "=
73, or in " Tomft "=13. " gh " in Bou^t=91 ; "Is" in
Znow=2 ; " gh " in Nei^bours=2940.

3. — The equivalents of the above consonants have the same
value as the consonants themselves, as " gh " in "Tough "
= 18, " gh " in Enou^/i=38 ; " gh " in Bough=±8 ; " gh"
in"L&ugh"=58, "2/Oc& ,, =57. "N"sometimes=ng=7;
as in " Bank "=977 ; "n" in Bank has the sound of
" ng ; " n,g are not always taken together as one sound,
and translated into 7, but are treated separately sometimes,
as in engage =2 76.* X=gs or ks=70, as in example =
70395 ; in oxygen=7062. Sometimes X=Z, as in Xer-
xes =04700, and then it=0. Ci and ti=sh, as gracious
=7460; Nation =262. dge=g ,oft: as in Ju<tye=66.
Tch = ch=6, as in ditch =16 (it rhymes with rich =46).
Ch sometimes =k as in (7/iristm as =74030. S and z
sometimes=zh, which is the cognate equivalent of sh*=6,

* Pupils who have a poor ear for soundR sometimes fail to note when •• n " sounds like
"ng" and so means 7 instead of 2. Let them study the words " ringer '* (474), " linger *
(5774), and " ginger " (6264). The first syllable of "linger" rhymes with the first of
"ringer," and not with the first of "ginger; " it rhymes with "ring" and not with
"gin ; »' and if the first syllable of " ringer" is 47, the first of •• linger " must be 57 ; but
the second syllable of " linger " is »« ger," while the second syllable of *• ringer " is only
" er," So " linger "is pronounced as If spelt " ling ger," the "n" sounds like "ng."
" Ringer " is pronounced " ring-er."

as in Pleasure =9564, and in Crozier=7464. Acqui-
esce = 70, excrescence = 7074020.

4. — No notice is taken of any vowel or of w (war =4) or y
(yoke = 7), or of h (the=l), except as part of ch or sh.
Words like Weigh, Whey, &c, having no figure values,

r ; are never counted. If one word ends with, and the next

word begins with, the same consonant, they are both
reckoned, as That Toad=llll.

[Those who are interested in remembering fractions, &c,
see p. 71.]

SECOND EXERCISE.

t£gr Above all, let the Pupil send we his translation into
figures of the Presidential and Dough, Dodo Series, and
of the following words, which express the Dates of Acces-
sion of the Kings of England from Egbert to Victoria.
And, after making this translation, he can send words
that will translate any Dates in the 16th, or 17th, or 18th
Century as an exercise in finding words to express
figures : —

Fine oak. . .foaming. . .flock. . .vicious. . .fish show. . .fact. . .
post. . .panel. . .brass. . .birch. . .Belial . .bailiff. . .pickle. . .
pack up. . .test him. . .destroy. . .duster. . .the stage. . .athe-
istic. . .dismal. . .howitzers. . . discern. . .it is Joshua . . . the
wise judge. . .deceiving. . . tootsies. . .hot oatmeal. . . tutelar
. . . the day of hope . . . dead baby ... tin dish . . . Duncan . . .
damask . . . demoniac . . . demagogue ... to imbibe . . . dry theme
. . . drawn in . . . tragedy . . . true fame . . . teraphim . . . tearful
. . .to lisp. . .tailoring. . .tall elm . . .dual life. . .Doge's home
. . .additional. . .too sharp. . .dutch loam. . .wide shelf. . .eat
jalap . . . two judges . . . dishevel. . . the chief abbey . . . tocsin . . .
doctor. . .thickening. . .dog shows. . .toughness. . .die famous
. . . day of maying.

The following are examples of words and phrases for the
lengths of Eivers and heights of Mountains. The Pupil
should translate them into figures, and send them to me for
criticism. How the figure-words are to be connected with the

iinmes will appear from the Paper on Synthesis. Let the
Pupil send me other examples : —

Mississippi, warm oven ; Nile, wordy essays ; Volga, narrow
seas ; Ohio, town jail; Loire, Lammas; Seine, Argosy ;
Thames, annals ; Spree, annoyance ; Jordan, an icehouse ;
Sorata (Andes), Indian effigy ; Popocatepetl (Mexico), take a
weak wife home ; Mount Brown (Rocky Mountains), whitish
sauces ; Mont Blanc, idling half a day ; Jungfrau, the Mohicans ;
Righi, all bustle! Konjakofski (Ural Mountains), lumbago;
Saddleback, now giving ; Ben Nevis, wear your sash ; Snow-
don, homologous.

Authorities differ as to these lengths and heights. In each case I
have accepted the dictum of Mr. A. Keith Johnston, F. B. S. E. — See
the latest edition of his Gazetteer.

THIRD EXERCISE.

Send me a translation into figures of the following 71 sentences :

Mother Day will buy any shawl.
M? love, pick up my new muff.

A Russian jeer may move a woman.
Cables enough for Utopia.

Get a cheap ham pie by my cooley.
The slave knows a bigger ape.
I rarely hop on my sick foot.

Cheer a sage in a fashion safe.

A baby fish now views my wharf.

Annually Mary Ann did kiss a jay.

A cabby found a rough savage.

A low dumb knave knew a message showy.

Argus up my fire rushes.

A bee will lose life in enmity.

A canal may well appear swift.

Never have tidy Dick early.

Has no fear to see a new ghost.
A beam fallen at^lizzy Lulu.

We will be a sure arch in a new pier.

Feeble are poems home-fed.

A butcher ran off feet soppy.

A college shall buy my mirror.

Shoot in a fury, ugly Sheriff.

Naomi may give Jack half my tea.
Shall we now cut Annie's topaz.
Peter will shear a village hedge.
Upon my ridges moor a fish.

To soar lower may nudge a Jury.
Find my map, my Chiswick.

Now choose anew our better Eden.
Coming near love kisses.

Ji-Ji has jammed a whole l eaf off.
Take rough, fat, lamb-soup.

A nice patch in a funny panel.

Raise bad cattle, major.

A magic fop knew a well opossum.
Joses taught him my sole hymn.
A sailor if vain has a rich joy.

You allow no time for authorship:
Let a pert lad teach us.

A bear may muzzle a gun-case.
My shallow cool pulp-tub.

A lamb's pint of shady dew.

Come off top, my newish ditty.
A cup may dazzle at a haughty hovel.
Refuse queer, rich, new muck.
Baby Jenny wooing her pale cheek.
Melt half a "flakey" linin g.

Any roof boughthi New Cobham.

Heave it off, my sooty deep robe.

A tiny hoop of mamma shook a mummy.

China warriors usualfy weigh each a share.

A missive chosen at m y ball.

Stitches pin our ruffs.

Going now amiss by our machine.
Full looms push chains.

No quail will 6hape my big pie.

A heavy ship will soon annoy a new rock.

Her puppy shone as a choice care.
Bacchus may swear at any match.
A shy heavy wife shut a bible to-day.
Suasive weapons win him fame.
Cuckoos untamed are touchy.
We buried Dobson by five.

You love Annie Laurie, you wretch of a Doge.
He may pick up pipes, RacheL

Picus is safe to accuse ua.

No Pasha may deny my awaking him.

Folk may run his ferret home.

Escape it early to-day, if you may.
Paphia's legacy pay off wholly.

%* Translate the above 71 Sentences into figures, and send them to

me for criticism. On no account fail to do this exercise.
%* Beware of violating the four rules on pages 62 and 68.

Translate the words in italics in this paragraph into figures.
They express the specific gravities of some important metals,
as given in Roscoe's Chemistry. [Here decimals are used.*]
Osmium, Nina Syringa ; iridium, none serious; platinum,
needy souls ; gold, Toby sensual ; mercury, Tommy sleepish ;
rhodium, tiny seed; thalimm, a wedded Sappho; paladium,
a dead seer ; lead, doughty smudging ; silver, this sore chafe ;
bismuth, a happy Savannah home ; copper, a heavy spleen ;
cadmium, heave a satchel low ; iron, oak scoop ; tin, a wig
snipper ; zinc, hedge spittle ; antimony, witch, seek a tomb ;
aluminium, new Souchong ; magnesium, to scare him ; calcium,
the slow calf ; rubidium, the solid wedge ; sodium, speaker ;
potassium, savagely ; lithium, sleeper.

Those who are familiar with the pronunciation of the Welsh lan-
guage may send me the translation into figures of the following
name of a Welsh village. It is the longest word in the modern
world : —

Uanfalrpvllgwyiigyllgertrobvllgercliwynibyllgog-

This word of 71 letters and 22 syllables means,: "St. Mary's white
hazel pool, near the turning pool, near the whirlpool, very near the
pool by Llankilio, fronting the red rocky islet of Gogo."

OPTIONAL EXAMPLE,

SOLELY for those who understand ANCIENT GREEK.

The following is the longest word ever constructed in any Language,
Ancient or Modern, and is from Aristophanes ; it is given as an optional
Exercise for Greek scholars only : —

* The pupil may skip this paragraph If not wishing to deal with chemistry or decimals.
As to decimals see pago 71.

J^y* Act a 9 ore pa % o it* \ a %o y*\ e o k p a v i-
with modem i«ttwt. Lepado temaclios elachog aleokr ani-

OA(t if OC 5'pJ jU U TOTM M H (LT O (T I K (p I O K a p U fio jU -

oleipsanodrimupotrimmatosilphiokarabom-
fXjTOKoraK «x "M e v o tc t x\ €7ClK0<r(rv 4> ° <t> o>tt -
elitokatakechumenokichlepikossuphophatt-
o * * p i err c p a\€ k r p v o v o * re k e <p a\\i o k i y k \ o tc i -
operisteralektruonoptekephalliokigklope-
\€io\ayvo<r*paiofia <f> r\rpayavovrepv¥»v.
leiolagoosiraiobaphetraganopterngon.

The
•word-— -

following is the translation of the foregoing

Acjto&o-

Shell-fish-

-ewiKofftrwpo-

-black- bird-

-T€/i«x°-

-flsh-steak-

-<f»arro-

-ring-dove-

-<rc\ax°~

•shark-

•wepiSTtp-

-pigeon-

-ydKto-

-lamprey-

-akcKTpvov-

-cock-

-Kpavuy

-oranium-

'OTT*KC<f>atoO-

-roast-comb-

-Aci^rwo-

-scrap-

•KtyickQ-

-water-ouzel-

-Hpifx-

-pickle-

-XCA.6IO-

-wood-pigeon

'vrorpififiaro-

-pounded up-

-\ay<po-

-liare-

-triXipio-

-afisafoetida-

~<ripcuQ-

-syrup-

-Kapa&o-

-cray-flsh-

-fioKpif

-sodden-

-/ifAlTO-

-honey-

-rpayavo-

-dainty-

-Korajccxi/Aifi'o

- -well-mixed-together-

-irrepvyw.

-wings.

-*«x*-

-wag-tail-

KNIGHT'S TOUR— The object of this Problem is tQ con-
duct the Knight diagonally all over the Board from No. 1 or
any other number, qnd to return to the point whence it
started without its having touched twice upon the centre of
the same square in its course. The Knight, if starting from
No 1, will have to go over the following squares, as will be
seen by inspection of the enclosed diagram : —
1 11 5 15 32 47 64

60 60 35 41 26 9 3

7 24 39 66 62 45 30

37
10
51
16

22
4

57
6

28
14
42
12
46

38
8

69
2

21
23
53
17
44

36
40
63
34
27

19
55
48
49
33

54
13
20
25
61
31
43
18—1.

The following unpronounceable and incomprehensible
word is Dr. Richard Grey's method of expressing the above
figures ! —

Tour babubutef oisolos
ylytufadaunibipefin

usaudolizezipedekik
ebisanelazoboketozu
laububupod unut auto
kibasaubedapifono tu
kudosenofepitak.

This is given as a mnemonical curiosity, but not to be learned.

A mnemonical teacher who could not see the stultifying ab-
surdities of the present artificial systems, remarked of such ap-
plications of Dr. Grey's system : — " Surely, at sight of such
phrases ; at the cacophonism of such words ; and at the es-
say, I will not say of retaining them in the memory, but only
of pronouncing them, the reader will have undoubtedly al-
ready decided that he would much rather attempt the masti-
cation of a collection of millstones ! 1 "

FOURTH EXERCISE.

The following series translates the Figures of the Knight's
Tour into words, which the Student can memorize in one or
two readings by Analysis (if he did not learn them in the
First Lesson), and thereby be enabled to hand the accompany-
ing Diagram — not this lesson paper — to anyone, and at his
command recite the Tour, beginning aji any number he may
name, and proceeding either xoay to return to the point of be-
ginning ! The Knight's Tour is admitted to be the most
crooked journey on record ! !

In the list of words given below the figures showing the
numbers of the squares are represented by all the 9&~ sounded
consonants of the words.

It may be observed that, owing to the necessarily limited
choice of words, the analytic relations between them are
naturally less obvious than if the choice had been unrestricted.
The less obvious, however, the connection, the better exercise
it will be in tracing the relations of In., Ex. or Con., with
which it is now the Pupil's object to become familiar.

Dough. . .Dodo *.. .Lay. . .Outlay. . .Money. . .Rogue . . . Watcher. ..
Lair. . .Chase. . .Lasso. . .Mule. . .Rod . . . Gnash . . . Happy. . .Home. . .
Dome . . . Egg . . . Hennery . . . Mope . . . Leash . . . Chain . . . Rail . . High
Mass. . .Noisy . . .Meek. . .Nun f . . . Enough . . . Muff . . . Hand . . .Match

• A short clumsy bird of Mauritius, now extinct.
tNun sounds liko '» none " the opposite of "enough."

. . .Dip. . .Nile. . .Eddies. . .Ray. . .Dray. . .Heavy. . .Nnmb. . .Bouse. ..
Lull. . .Chide. . .Lad. . .Lag. . .Bun. . .Leap. . .Lamb. . .Jam. . .Rive. . .
Mad . . . Dash . . . Hash . . . Dine. . .Inn. . .Talk. . .May hear. . .Harp. . .
Rhyme. . .Leaf. . .Lawn. . .Rich. . .Honey bee . . . Bear. . .Nag. . .Mum
...The foe!

And, above all, do not construct one or more stories after
the mnemonical imitation of children in the nursery, to con-
tain the above words ! ! ! Such fanciful combinations promote
mind-ivandering, and they cannot assist the memory to a per-
manent retention.

After repeating this series at least 15 times forward and as
many times backward, doing it only once each day, J@- report
to me the exact time it takes you to go both ways when pro-
nouncing the figures instead of the words ; but you need not
wait till the 15 days are up before sending for Synthesis.
Send for the next lesson as soon as you have mastered this
lesson. By daily practice you will soon be able to recite the
figures of the Knight's Tour in the exact order, both forward
and backward, in one minute and a half. Report to me when
you have actually done so.

Recall the words to memory, but do not say them aloud ;
say aloud the figures that translate the consonants of the
words.

When you can recite the figures of the Tour rapidly by
thinking through the words, you will soon be able to find the
words for any figures whatsoever.

lE^f In response to a very general demand from my Pupils, I have
just completed and printed for sale a Figure Dictionary of 28 pages,
giving a variety of words that translate all the figures from up to 1000.
This will be a very great help to those who have to deal with numbers.
I supply a copy for 50 cents, provided the order contains a stamped di-
rected envelope.

If a word to express any date of four figures, or any number of four
or more figures, does not readily occur to a Pupil, he can easily make
one out of two or three words selected from this "Figure Dictionary. 1 *
For instance, if " dandyish ' was not thought of or not approved for
1216, two words might be used, giving 12 and 16. as "tow ditch," or
" wooden dish ; " or three, giving 1, 2 and 16, as "the new attache," or
three, giving 1 . 21 and 6, as u do not chew.'' If millions are to be ex-
pressed, of course only the number of millions need be signified ; for
instance, as we are 93 millions of miles from the sun, "poem,"
"opium." or "beam'' might be used to express that distance. If a
Pupil wished to give more exactly the distance as estimated during the
transit of Venus in 1883, 92.700,000, he might write «' he open cases
seizes. " For 93,821,000, the distance computed from the' transit of
1874, "buy my mint; sauces," would do. Ambitious Students some-

times select a word for each figure from 1 up to 1000 and learn the
Series by Correlations (see Synthesis, or next lesson), and then they can
instantly convert any figures whatever into words. This is a great aid
in doing Memory Feats.

THE PRESIDENTIAL
AND HEPTARCHY SERIES.

The time has now come when the Pupil can translate the Bate-words,
such as '• Fine Oak," &c, and " To give up," &c, into figures, as he re-
cite* those series forwards and backwards. Let him not fail to recite
both ways, at least once each day, those series, always saying the figures
that translate the Date-words, and also to join with them the Dough.
Dodo Series, but in this last case only thinking the words and saying
the figures. Let him keep up this practice for one month, and he will
find a remarkable change for the better to have taken place in his Mem-
ory and Concentration.

In the Presidential Series the words in capitals are the names of the
American Presidents, and those in italics translate the dates of the be-
ginning and end of their terms of office. To give up means 1789, the
date of the appointment of the first President of the United States,
Washington. Took a bouquet (1797) is the date of the close of his Pres-
idency, and the commencement of John Adams'.

Notice that Fine Oak (827) denotes the close of the Heptarchy and
also the beginning of the reign of Egbert, whose name follows that
Date-word ; and that the date Foaming (837), which terminates Eg-
bert's reign, is also the commencement of the reign of Ethelwolf , which
follows that Date-word, &c. Thus, each king's name or homophone (see
page 32), is between the Date-words which indicate when he began to
reign and when his reign terminated ; and thus those two Date-words are
directly connected with the king whose reign they open and close. And
as it happens in all these cases that the end of one reign coincides with the
beginning of the next reign, we see that each Date-word serves the double
purpose of marking the commencement of that king's reign which it
precedes, and also the termination of his predecessor's reign ; or, in
other words, each date-word indicates the finish of the king's reign
whose name precedes it and the beginning of the reign of that king
which follows it ; so that, if the Pupil has thoroughly memorised the
Heptarchy Series, he can instantly give the date of the accession of each
king by thinking of the date that precedes it, and he can as quickly
give the date of the termination of that reign by thinking of the date
which follows it. He can also give the entire Series of Kings, and their
dates, both forwards and backwards, with great rapidity and certainty ;
and he can do ail this without using any artificial Mnemonical "Key"
" Pegs," or " Table." Similar remarks would apply to the Date- words
in the Presidential Series of Last Lesson

Notice that Ethelred II. (who came to the throne in 979 and later re-
tired), was restored in 1014, in Canute's absence. In 1016. when Ethel-
red died, Edmund Ironside (his son) and Canute divided the Kingdom,
and on the death of Edmund, Canute became sole king, "Ward" is
used for Edward I., "Warn" for Edward II., and "Warm" for Ed-

♦

ward III., to distinguish them from the Edwards after the Conquest,
"Edit," &o.

j£3T The Pupil should master this Lesson, no matter what
his aim may be. It will be equally valuable to the Student
of Languages and to those who will be occupied with Ap-
plied Mathematics. Besides, it is indispensable for the un-
derstanding of the subsequent Lessons. Let no Student,
therefore, fail to become a thorough proficient in the prin-
ciples and rules of this lesson.

gST I do not, as a rule, use words beginning with S, except
to translate decimals and fractions, and Date-words where a
doubt might otherwise arise (unless in a phrase like " To see
Jiji," " delay a spy/' &c.) ; and in case of the decimals, S, as
the initial letter, means only the decimal point. (1) If there
is an integer followed by a decimal, two separate words are
used ; the decimal- word begins with S, thus : 945 -51= barley
sold: 71 -3412= good Samaritan. (2) If it is a decimal by
itself , the S indicates the decimal point only — '01= society;
•02= Susan; -04= saucer. (3) If it is a fraction, the words
translating numerator and denominator begin with S, and the
S's are not counted, the numerator-word coming first, and the
denominator-word last, thus: -^=8011 Satan. (4) As to
Date-words, just before the commencement of the Christian
Era you may use an initial S, as, Stir would mean 14 B.C.;
and of course Tower would mean 14 A.D. ; Soar=4 B.C., and
Rue =4 A.D. In a Date-word like Trial, to express 145 B.C.,
no doubt could arise ; if the Pupil knows the contemporary
history, he could not imagine it could be 290 later, or 145
AD. If he fears he might not remember that it was B.C., he
could remove all doubt by using the word Stroll.

Important Exercise ! ! ! — Turn the following sentences into
figures and send the translation to me : — Sign your name to
all the papers you send to me. Also state the name of Or-
ganiser of your Class ; and, whether a Private Pupil or Mem-
ber of a Class, do not forget to enclose the stamped directed
envelope.

E^~ As this Lesson is a very valuable one, I append QUESTIONS there-
on which may enable the Student to TEST his mastery of it before
sending for Synthesis. If he have plenty of leisure he may send
me Answers to all these Questions: —

1. How is my System learned ? '

2. What ancient nation used letters to indicate numbers ?

8. Who converted numbers into specific consonants—in other words,
constructed a Figure Alphabet ? And when ?

4. What is effected by means of a Figure Alphabet ? And what ad-
vantage is there in turning figures into words ?

5. How is it that, in translating figures into words, we are introduc-
ing no " artificial " element ? What are we really doing V

6. What letters stand for nought — ? How does the capital S re-
mind you of nought — ? What letter has the same sound as S ? And
what other reason is there why it, as well as S, should stand for nought
— ? What letter is a cognate of S ? And what other reason is there
why it, as well as S, should stand for nought — ?

7. Why does ** t " represent 1 ? And what is its cognate letter ?

8. What letters represent 2 and 3 respectively ? And why ?

9. Why does *' r " represent 4 ?

10. What letter represents 5 ? And why ?

11. How do you connect '• f " with 8, and " b " with 9 ? And what
are the cognate letters of " f " and "b" respectively ?

12. What two sentences give the letters for 6 and 7 respectively ?

13. Mention a Hebrew word, whose consonants indicate four words?

14. What words contain and connect together respectively, " t " and
"d" (=1)? And "f» and "v" (=8)?

15. In what sentence do the consonants of the Figure Alphabet occur ?
And what phrase gives the consonants for 2, 3. 4 and 5 ?

16. When will the utility of the Figure Alphabet, and of practice in
it, appear ?

17. How do you translate double consonants having only one sound—
as " 11," or •* nn " ? Give examples. Would the ** cc " in u accident"
be an example ?

18. How are silent consonants treated ? Give examples.

19. What value have equivalents of the Figure-Consonants ? Give ex-
amples

20. What figures do the words " bank " and " engage " represent ?

21. What figures does the letter " x " usually stand for ? Does it ever
stand for nought— ?

22. In what words would "o" soft, and "t" not have their usual
value ?

23. What figures do " dg," " tch" stand for respectively ?

24. Mention a word in which "ch"=k; what value would it have
then ? Also, words in which "s" and "z" = zh ; what value would
they have then ?

25. How are vowels and diphthongs and the letters " w " and *'y "
and "h" treated? What value have words like " weigh," ^whey,"
"high,"&c.

QUESTIONS ON THE EXEKCISES.

1. What are you to do with the 71 sentences ?

2. What other Exercises of converting words into figures are set ?

3. What are you to do with the List of Words expressing the Dates of
the Accession of the Kings of England ? With that giving the lengths
of some Rivers and heights of Mountains ?

4. What is the nature of the problem of the " Knight's Tour " ? And
of what use is the Diagram in giving the solution ?

5. How is the solution given ? How is the List of Numbers, giving
the moves in order, made easy to remember ? How are the words,
chosen to represent the numbers in order, connected with each other Y

6. Which consonants of each word are the Jfyun-consonants ?

7. How many times is it desirable to repeat the List of Words ?

8. What are you to do with all the papers you send to me ? Whose
name, besides your own, are you to state ? What are you to enclose
with your exercises ?

9. Why do I bid the Pupil master the rules and principles of this
Lesson ? To whom will it be equally valuable ? And for what will it
be indispensable ?

TURNING FIGURES INTO WORDS.

When the pupil is able to run through the Bough, Dodo series in fig-
ures in a minute and a half, let him try how quickly he can recall the
word for any of the numbers from one to sixty-four, which comprise
the squares on the chess-board. So that if he is attempting to do the
Knight's Tour blind-fold, and is told that square number 34 has been
selected as the starting point, he can instantly recall " May hear,'' and
be prepared to go either to 49 (Harp), or to 17 (Talk.).

If he wants practice in other numbers, let him try his hand on such
numbers or figures as he sees on the streets and store fronts, turning
them into words. If he sees a house numbered 441, let him think how
many words besides " reared," " rarity," ** reward," and " arrowroot,"
he can find.

The pupil may at first write down the equivalents of the figures in
order to find words ; but as soon as possible the habit should be acquired
of thinking through tfie figures. Besides the variety of consonants which
may be employed, as "g," "k," "c," " q," and " ng, v all of which
equal 7 ; let the pupil not forget that he has at his disposal " h,*' '* w,"
and " y," which have no figure value, and that vowels may be pub in any
position. The various sounds of the vowels must be borne in mind
also : «• a " having four sounds ; as in " fat ; '* 4 ' father ; " " fall ; " and
"fate;" "E" has two sounds, as in "bet," and " beet ; " "I" has
two sounds, as in " bit, "and '"bite;" " O *' has three sounds, as in
"rot," "rote," "foot" and "food; " "U" has two sounds, as in
"rut" and "rude ; " and then the diphthongs, oy, ow, and ew, come
into play constantly. With all this material it is easy to find words for
any figures whatever. If you want a number of words to choose from,
all equalling 7, put it down in this form ; or better still, think it out

NO VALUE.

g (hard)

e w

c (hard)

i h

o y

Look over this little table and see how many words you can find be-

sides whack, wag, wig, wake, week, wick, woke, wing, hag, hog, hug,
hack, hang, hung, yoke, ago, ache, echo, Iago, oak, go, key, caw, cow,
cue and quay.

If a word was wanted for u 91," by proceeding in the same manner,
you will find :

NO VALUE.

e w

i h

o y

The simple forms : bat, bet, bit, beat, and but, at once occur ; but
see how many more you can find, such as " whipped " and " habitueV'

The pupil must be particularly careful about equivalents of consonant
sounds. For instance; there are six or seven sounds of "ough" in
English, as in the words, though, tough, cough, hiccough, plough,
through, lough ; in some of these it is equal to "8," as in tough;, in
others to "9," as in hiccough. Be very careful of the "sh" sound,
and its cognate zh, both equal to six. It occurs in such words as : usual,
(65 ;) tissue, (16 ;) noxious, (2760;) ingratiate, (27461 ;) luscious, (560 ;)
pugnacious, (97260 ;) and Prussia, (946).

If the pupil will practise this method in the every day affairs of life,
he will find it will greatly simplify the problem of remembering num-
bers of any description. The human mind feels the want of some con-
crete mode of expressing the abstract figures, and evidences of this
desire may be often noticed ; as when a man tells you he lives at 125
Broadway — u You can remember the number," he says, " if you think
of a dollar and a quarter, (125)." Another tells you to meet him at 5
o'clock— which he tells you you can remember by the fact that you have
five fingers on your hand. These are mere accidental coincidences,
and besides, none of them connect the number to be remembered to
the thing, or person, or event, to which it belongs ; how much better to
have a method of instantly finding a word for any number and cement-
ing it to the name permanently. In the next lesson, on Synthesis, how
the connection is made, is fully explained.

FIFTH EXERCISE.

C^* If any of my Pupils can read the following, and find nothing
applicable to his case, he is fortunate indeed. In fact, I often receive
letters from Pupils admitting that* until they had read my remarks on
*' Mind-Wandering,'' they had never suspected what had always pre-
vented their mastering any study, . however simple ; in fact, Mind-
. wandering is the only obstacle which ever prevents my Pupils from ac-

quiring the full power of my System, and by its aid, mastering
languages, sciences, histories, &c. And, although I do not promise or
undertake to cure Mind-wandering in my Memory Course, yet, I do
point out the Method of its cure in these Lessons ; and not only Mind-
wanderers, but all those who think they are not troubled with this in-
firmity, will find their natural power of Continuity greatly strengthened
by carrying out my suggestions. Let us first understand what Discon-
tinuity is. As there are two stages of Memory, so there are two ele-
ments or functions in Continuity.

As I point out in my Prospectus, " the act of Attention is twofold.
It has to pursue an eter-cluinging route, as it passes from word to word,
and from thought to thought. It must seize a meaning or thought for
an instant, and then drive it out of Consciousness, or rather into Sub-
Consciousness, in order to take up anotlier. There is the Directing Force
of the Attention,* and the equally necessary Inhibitory Force of it.
This is obvious, as Consciousness can be occupied with but one thing at a
time. Hence we see that Mind-wandering, or the inability to keep the
attention in any continuous channel, arises from one of two causes. <i)
However eager and vehement the Pupil's desire may be to follow a train
of ideas as set forth on the printed page, for instance, he will fail to sus-
tain and keep his attention there if its Directing Force is weak, because
in that case his attention soon becomes exhausted, and then fancy takes
the reins and soars away from the page, even whilst the eye continues
to follow the words and the lips to pronounce them 111"

Although this result seems almost mysterious to most Pupils, a little
reflection will make clear how it happens. The visual impression made
by the words, and the articulatory response in pronouncing them aloud,
are nothing more than an intellectual reflex. Hence but a minimum of
consciousness is occupied in reading the words ; therefore the mind is
practically free to roam hither and thither, unless the Directing Power
of the Attention is strong enough to occupy consciousness with the train
of ideas. From this illustration, the Pupil ought to infer that printed
matter is not suitable to train a weak directing power of attention and
make it strong. Let us look at this subject in another way. A weak
directing power of attention* which in the view I am about to present,
might be considered the same as Will Power, is the cause of the Pupil's
inability to resume work, intellectual or physical, that he has tempora-
rily laid aside. The novelty of it is gone ; and, however keen his sense
of duty to renew it, however much he may be interested in returning to
it and completing it, he shrinks from it, and sets his wits to work to in-
vent excuses for neglecting it! ! Suoh persons are ingenious and re-
sourceful in giving reasons for postponing the discharge of manifest
duties. If such a one takes up this Lesson on the Figure Alphabet, he
finds it requires attention, practice, and a little time to become familiar
with it The weak directing power of his Attention breaks down. He
cannot compel himself to continue at the study, and soon he throws
aside the lesson, as helpless, he thinks, to proceed with it as a man who
is blind and deaf. But this paralysis of his Voluntary powers was not
natural to him. He began life, I admit, with this infirmity, or he ao-

* The Directing function of the Attention is divisible into automatic (as listening to a
thunder clap, we cannot help doing so), and Volitional (purposed attention) ; we deal
mainly with the latter.

quired it in early youth, but he has increased it a thousandfold. He has
indulged the habit, whenever he is called upon to closely atieitd to any-
thing, of neglecting it, relying upon his inventiveness for excuses for
his neglect. But he little thought that every such neglect weakened his
power of Attention, that every time he indulged himself in the luxury
o!: ^attention he had less power to compel his Attention afterwards.
Such persons are almost sure to, sooner or later, indulge the habit of
vacuity, that is, they indulge in reverie or mere absence of thought, a
most ruinous habit. On the other hand, if he had struggled against
this infirmity from the start, he could have mastered it. Every time a
weak Attention triumphs, it is stronger. It gives strength by the effort
put forth to win. If such persons will accept my advice, they will
never allow themselves to postpone the performance of any duty. They
can safely act on the adage, that, what is postponed is wilfully neglected.
If too tired at night to study, they will insist on being called an hour
earlier than usual, and then when awakened, they will get up at once
and pursue their studies in the early morning, the best possible time for
study. And instead of sending me excuses for not doing any of the ex-
ercises, they will do them all, making the exhaustive study of my Sys-
tem the occasion of training and building up the Directing Power of their
Attention. In this way, they create an irresistible Continuity, and at
the same time become great adepts in Memory.

But even when the Directing Force of the Attention is strong, there
is always a struggle going on between it and other powers of the mind
that are constantly appealed to by the links of the chain of thought that
is being pursued ; and unless the Inhibitory Power of the Attention
is sufficient to suppress these contestants, the Attention wanders hither
and thither, anywhere, in fact, except to the subject before the reader.
Such persons are little more than automatons. They are the victims of
every passing whim or impression. They think they have no power to
resist temptation. If the lesson looks difficult, they sometimes imagine
that they are utterly powerless to continue at it. The least discourage-
ment paralyses all their ambition.

Let me illustrate. — A mistress and servant are in an upper room of
the house, the mistress sends the servant downstairs to the kitchen for
a hammer ; when the servant arrives in the kitchen she cannot tell
what she came there for ! 1 And this ignorance of the object of her visit
there is put down to a bad memory ; possibly so, but more probably it
was due to lack of one or other of the functions of the Attention !
When the mistress told her to go downstairs, that part of her command
was listened to, but at once the servant begins to think, "I'll have a
glass of beer when I get there." This train of thought is carried on
while the mistress is directing her to fetch the hammer; and so of
course the servant receives no first impression in regard to the hammer ;
and no wonder she cannot recall, when in the kitchen, her object in
going there.

Let us suppose, however, that the Directing Power of her Attention
enabled her to understand the order ; she starts downstairs ; streams of
impressions are rapidly flowing into her brain through her ears and
eyes. Each impression sets in motion a train of reminiscences, the last
is jostled out of mind by the next. The sight of a picture calls up the
thought of her brother. At the head of the stairs, she is reminded of
having had a long chat there with a disoarded lover. At the bottom of

the stairs she hears the bark of a dog, and this makes her think of the
cry of a pack of hounds, or she may have tripped downstairs without
any thought, advancing as a wound-up automaton goes, and reaching
the kitchen in a mental state vacant and hollow as a drum. When she
reaches the kitchen she is in a very different emotional mood from that
in which she left the top of the house ; and, possessing a weak reviving
power of Memory, she cannot recall the object of her going there unless
she happens to see the hammer. Her thirst being still clamorous, it
surely reminds her of the beer! Now, if the Directing Power of her
Attention had been strong, she would not have entirely lost out of her
consciousness the thought of the hammer, however many things had
occurred to her on her way to the kitchen. And if its Inhibitory
Power had been strong too, those intruders into her brain could not
have driven out of her consciousness the recollection of the hammer.
It is from a weak Directing Power of the Attention that a speaker some-
times introduces an anecdote or citation into his discourse and then
never applies it or turns it into account !

A servant at Staley bridge was notorious for forgetting errands. On one
occasion, having been sent to the grocery to get treacle, sugar, and tea,
and having been advised to repeat those words as a mnemonical aid to
his memory, he trotted along humming over in a sing-song way
" treacle, sugar, tea, treacle, sugar, tea, 1 ' until, stepping into some tar
that had been spilled in front of a tallow chandlers shop he fell down.
Getting up, he proceeded on his journey in a very sorry style, singing
44 Pitch, tar, tallow, pitch, tar, tallow," and arriving at the grocery, he
procured some pitch, tar, and tallow, and took them to his master as the
things he had been ordered to fetch. "This man was a fool I " exclaims
the reader. Not so, certainly. He was a victim of Discontinuity in
both its functions. He was weak in both, and the difference between
him and others is, that they are bad and he was worse. He had in-
dulged the habit of reverie or vacuity so much that he could not gite
attention to anything, and therefore could not get a vivid first impres-
sion, nor keep his attention on anything by any ordinary device. With
him the sing-song soon became the main thing, and his slip into the
tar started the new jingle of " Pitch, tar, tallow/' and his Memory was
so wretchedly bad that it could not correct his blunder.

Wise persons can outwit or circumvent their well-known habits of in-
attention by precautions. To prevent neglecting things on the day of
starting on a journey, they can pack up their goods a day or two before-
hand. They can put articles they wish to take with them into their
hats, &c. These are very good temporary expedients ; but the wiser
course is to systematically train and develop both functions of the At-
tention.

Before showing how these functions of the Attention may be strength-
ened, let me correct a prevalent error about absent-mindedness. This
is most frequently owing to a weak Attention, but it may be due to a
strong one. The case of a weak Attention leading to absent-mindedness
was illustrated in the cases of the above servants. The case of a Power-
ful Attention in its Directing and Inhibitory functions leading to absent-
mindedness was illustrated in the case of Hogarth, the illustrious
painter, who after paying a visit to the Lord Major in his new carriage,
returned home on foot through a drenching rain, although his carriage
was still there waiting for him. He became so much interested in

some topio of conversation with the Lord Mayor, and his Directory
Power held it so continuously before him and his Inhibitory Power so
completely shut out all intruding impressions, that he rushed on
through the storm utterly oblivious of his carriage or of the state of
the weather.

J0^*The Attention is strengthened, not by trying to use the Attention
in reading the printed page (where, as I pointed out above, there is a
strong temptation for the attention to wander), but by reciting at least
twice every day, for one or several months, exercises in Analysis, the
constituents of which are connected by the relations of In., Ex. and Con.
In reciting both forwards and backwards such a series of 100, or, better
still, 500, words thus related, the Directing Power is constantly occu-
pied in advancing through the series, and the Inhibitory power is like-
wise kept in inoessant exercise, because the Attention cannot dwell on
any word nor run off on a mental excursion ; but the moment one word
is thought of or uttered, it is at once thrown out of the Consciousness to
give place to the next of the series. The worst possible cases— even
the Staleybridge servant's — are always cured by this system of training.
I admit those who are weak in either or both functions of the Atten-
tion hate to continue such a disciplinary course regularly from day to
day, yet those who have the necessary ambition and persistence always
achieve the grand results of acquiring in a short time a Perfect Atten-
tion.

QUESTIONS.

1.— When the reciter of a witty anecdote comes to the point of the joke, and he feels an
inclination to laugh, but lie doe* not, which function of the attention does he mainly ex-
ercise in order to maintain a grave countenance?

3.— When Mucias, according to the Roman tradition, held his right hand in the flames
on the altar till the flesh was burned from the bones, which function of the attention did
he exercise ? If you think only one, say why. If you think he must have exerted both,
explain why.

3. — Mrs. Disraeli's devotion and strength of mind. One day when setting off to drive
Vo the House of Commons, two of her fingers were crushed by the door of the carriage,
but in spite of intense pain, she concealed it from her husband as he sat by her side, in
order that he might not be disturbed in an important speech which he had to make. She
kept up. so it is Raid, till the moment when he alighted, and then fell fainting on the
cushions. What function did she call into requisition in concealing her pain ? Through
the failure of which function did she faint away ? Or how do you explain her fainting
away?

PROBLEMS OP MEMORY.

4. — A witness named Sarah Money, having been called several times
by the court crier, the Judge at length remarked, " As it is now tea-
time, we must adjourn the court without ceremony" [Sarah Money].
Nearly everybody laughed at the judicial pun. One man only kept a
grave countenance, but, after some moments, he laughed outright, as if
he had just perceived the point of the joke. On reaching home, lie
said to his wife, " Our Judge perpetrated a brilliant pun just before ad-
journment. There was a witness named Mary Money, who had been
called at the door a number of times, but who failed to respond. When
the Judge adjourned the Court for tea, he remarked, ' As it is now tea-
time, we must adjourn the court without Mary Money.' We all laughed

at the wit of the Judge. 1 ' But his wife replied, "I don't see any fun
in that remark." "Ah," said the husband, "you soon will, I didn't
see it at first, but it oame to me at last, and it will occur to you, if you
keep thinking of it." Did the husband receive a vivid First Impres-
sion, or was his failure to reproduce the pun owing to a failure of the
Reviving power of his memory ?

5. — Dr. Carpenter [Mental Physiology, p. 522] cites from a graduate
of the University of London, as follows : — " One day I was summoned
to a town at some distance to see a friend lying dangerously ill at a phy-
sician *s house. While in the railway train, I found I could not remem-
ber either the name of the physician or his address. I vainly endeav-
ored to recall them : I became much excited, but bethought me that if
I consulted a Post Office Directory 1 should see and recognise the name.
I consulted the Directory on reaching the hotel, but the name seemed
not to be there. Soon after, while I was ordering some refreshment,
the name flashed on my consciousness. I left the astounded waiter,
r ashed to the Directory, and there saw the name ; and what is more, I
am sure that I had noticed it on my first inspection, without recognising it
as Vie name I sought. 1 ' Remarks. — (1) Emotional excitement always
tends to defeat revivals. (2) When examining the Directory, his eye
followed the words, whilst his mind was doubtless wandering away to
London or elsewhere, and hence he did not recognise the name when he
Baw it (3) Having despaired of recalling the name, and made up his
mind to return to London by the next train, his excitement subsided,
and in his talk with the waiter some word was uttered that, by mere In-
clusion by Sound, or some previous powerful association of Concur-
rence, helped to recall the wished-for name.

Let the Pupil send any other examples with hie comments, that T may see if he clearly
understands the difference between the two Functions of the Attention, and the two
Stages of the Memory.

SIXTH EXERCISE.

INTERROGATIVE ANALYSIS.

A celebrated French writer gave a prescription for writing love let-
ters, as follows: — "Begin without knowing what you are going to say,
and end without knowing what you have said." Equally vague and in-
definite is the state of mind of the Pupil who learns by heart by endless
repetitions. He begins by the attempt to memorise a succession of
sights and sounds, and he usually ends with nothing more. Whereas
the true way to learn by heart is to ABSORB AND ASSIMILATE the
thoughts, and, if this is thoroughly well done, the thoughts will carry
the succession of sights and sounds along with them, that is, the exact
expression.

The Analytic Method of dealing with sentences by taking them to
pieces and reconstructing them, as given in last Lesson, is useful. But
it is in every way inferior, even in the matter of securing the compre-
hension of propositions, to the Method I am now to present. This lat-
ter Method secures not only the understanding but also the retentive
memorisation of sentences of any description.

My method of exJiaustive Interrogative Analysis is easy to all, and it
never fails in any case. The process is very simple. Propose a ques-
tion on every SEPARATE thought expressed in the sentence, and then
as a reply to each question, repeat the entire sentence from memory, or
the main clause where it occurs, and especially EMPHASISE that word
in it which constitutes the reply to the question, as exemplified below.
In this way you study the thoughts indicated in the sentence in a
twofold manner, first in framing the question and then in emphasising
the answer; and you so thoroughly master these thoughts, that they
necessitate carrying the dress or clothing of them. With a careful
study of the examples I give, the youngest Pupil can soon rapidly use
this Method, and at length only a few questions will have to be pro-
posed in order to learn prose and poetry verbatim. But at first, when
learning say the first hundred sentences, it is necessary to put and an-
swer all possible questions on each sentence. Observe how the mind is
by this Method agreeably occupied, the Attention cannot wander, and
the Pupil's pains are rewarded by a retentive recollection of the passage.

I desire that every Pupil should learn in this way, on the model below,
the entire 71 sentences, pages 64 and 65 of this lesson. My object is three-
fold. 1. As these 71 sentences are wholly unconnected and often of very
irregular construction, if the Pupil learns them by heart in this way so
that he can rapidly recite them without mistake, he will have so thor-
oughly mastered my Method that hereafter he can learn any passage of
prose or poetry in one careful interrogative perusal ! ! 2. Tlie learning
of these 71 sentences will not only strengthen his power of Attention,
but his Memory also, and make him quick to realise the meaning of all
he reads hereafter. 3. By learning these sentences, he will be able to
do by means of this knowledge an unequalled feat of memory, as he
will see in a later lesson. Not a memory feat for show merely, but
every time it is done before others the memory, continuity, and confi-
dence are greatly increased. And if both his MEMORY and CONCEN-
TRATION are now weak, he may have to repeat the interrogations and
answers several times before he perfectly knows these 71 sentences by
heart. And let him report to me the time it takes him to recite these
71 sentences without a single mistake. Let him recite them once or
twice per day with increasing rapidity for 2 or 3 weeks, (jy I will
only add that it would occupy the strongest unassisted Natural Memory,
weeks, if not months [owing to the total lack of connection between the
sentences] , to learn these 71 Sentences with the same thoroughness with
which my Pupils can learn them in a few hours.

Who will buy any shawl ? — ' * Motlier Day will buy any shawl. " Which
mother will buy any shawl ? — " Mother Day will buy any shawl." In
what character is Mrs. Day here spoken of ? — " Mother Bay will buy any
shawl." What is it Mother Day will do ? — " Mother Day will buy any
shawl." Has Mother Day already bought any shawl ? — " Mother Day
wiU buy any shawl." Will Mother Day buy a particular shawl?—
" Mother Day will buy any shawl." What will Mother Day buy ?—
" Mother Day will buy any shawl." What are i€ shawls" used for ?—
Warmth. Passing from physical warmth, what name do we give to
warmth of affection ? — "Love." Whose love is addressed in the sen-
tence ? — " My love pick up my new muff." Who is asked to pick up my
new muff ? — lt My love pick up my new muff." What do I ask my love
to do? — "My love pick up my new muff." Whose muff is my love

asked to pick tip ? — " My love pick up my new muff." What kind of
muff is it ? — " My love pick up my new muff." What do I ask my love
to pick up ? — "My love piok up my new muff.'* What are "mutt's"
generally made of ? — Fur. What is one special kind of fur ? — "Rus-
sian." What kind of jeer may move a woman ? — "A Human jeer may
move a woman." What may move a woman ? — "A Russian jeer may
move a woman.'' Is it certain that a Russian jeer will move a woman ?
— "A Russian jeer may move a woman." How may a Russian jeer
affect a woman ? — "A Russian jeer may move a woman." What is a
Russian jeer likely to move ? — " A Russian jeer may move a woman. y
What is a young " woman" often called ? — Lass. With what word does
** lass" form an Inclusion by Sound ? — " Lasso." What is a " lasso ? ''
— "A rope with a noose used for catching wild horses. ' What are
very strong ropes called?— "Cables." Of what are there enough
for Utopia? — " Gables enough for Utopia." Is there any lack of
cables? — "Cables enough for Utopia." What relation do the cables
sustain to Utopia ? — "Cables enough for Utopia." For what are the
cables ? —"Cables enough for Utopia." What sort of an island was that
of Utopia? — "Imaginary." Where do we have some vivid imagina-
tions ? — " In bed." What do we think of if in bed late in the morn-
ing ?— " Getting up." What is the first syllable of "getting ? »-_ «• Get."
What is my request in regard to a pie ? — " Get a cheap ham pie by my
eooley." What do I ask to be got? — "Get a cheap ham pie by my
cooley." Do I wish to pay much for the pie ? — " Get a cheap ham pie
by my cooley." Of what particular meat do I want this pie ? — "Get a
cheap luvm pie by my cooley." Do I want this pie got through any per-
son ? — "Get a cheap ham pie by my cooley." By whose cooley do I
want the pie bought ? — " Get a cheap ham pie by my cooley.'' By whom
do I want the pie got ? — "Get a cheap ham pie by my cooley." What is
a cooley ? — "A dark skinned labourer in India." What is a dark skinned
labourer in America ? — " A Negro." What was the American Negro in
1860 ? — " A slave." Which " slave " knows a bigger ape ? — '• The slave
knows a bigger ape." Who knows a bigger ape ? — " The slave knows a
bigger ape." Is the slave acquainted with a bigger ape ? — "The slave
knows a bigger ape.'' What kind of ape is it the slave knows ? — " The
slave knows a bigger ape." What does the slave know ? — "The slave
knows a bigger ape." For what are apes remarkable ? — Tricks. What is
another name with tricks ? — Freaks. What is an inclusion by sound with
freaks ? — Frequently. What is an exclusion of frequently ? — * ' Rarely. "
What is it I rarely do ? — " I rarely hop on my sick foot." Who rarely
hops on a sick foot ? — "J rarely hop on my sick foot." Do I often hop
on my sick foot ? — " I rarely hop on my sick foot." Upon what do I
rarely hop ? — "I rarely hop on my sick foot." What foot do I rarely
hop on ? — "I rarely hop on my sick foot." Whose sick foot is rarely
hopped on ? — "I rarely hop on my sick foot." When are sick feet a
great inconvenience ? — At a ball. What" is the characteristic of the
mood in which dancers generally appear ? — Cheerful. How are we to
treat a " sage " ? — lt G/ieer a sage in a fashion safe." Whom are we to
cheer ? — "Cheer a sage in a fashion safe." In what manner are we
to cheer a sage ? — " Cheer a sage in a fashion safe." In what kind of
fashion are we to cheer him ? — "Cheer a sage in a fashion safe."

In a similar manner let the Pupil interrogatively analyse and me-
morise the rest of the 71 sentences.
6

As these 71 sentences are wholly unconnected, an analysis must be
developed between the suggestive word at the end of one sentence and
the suggestive word at the beginning of the following sentence. The
theory is that the answers constitute the intermediate links between the
first and second suggestive words. This method is virtually followed,
but sometimes one or more of the analytic words appear in the ques-
tions. I will give no more interrogations on the sentences themselves.
The Pupil can easily work them out and memorise them. I only fur-
nish a model for the remaining unconnected parts. The ambitious
Student, if he has time, should write out complete and exhaustive in-
terrogations in his own language, not only for all the sentences them-
selves, but also for the connections between them, and send them to me
for criticism.

What is a concurrence with " safe" ? — Sound [safe and sound]. What
is a disagreeable night sound ? — Crying. Who cries ?— * 4 A baby. " For
what is a " wharf '• used ? — Unloading goods. How often is stock taken
of goods?— 44 Annually. " What is a jay ?— " A bird." What do the wings
of a bird enable it to do ? — 44 To fly." What can sometimes be used in-
stead of a double -seated carriage called a "Fly" ? — "A cab." What
is a vulgar name for a cabman ? — " Cabby." Amid what do 44 savages "
live ? — Wild beasts. Are wild animals high or low in the scale of crea-
tion ? — " Low." When is a speaker not considered " showy " ? — When
he argues. What word contains in the same order the first four letters
of argues? — "Argus." What kind of sound generally accompanies
44 rushing " ? — A whizzing or buzzing. To what insect is buzzing almost
peculiar ? — 44 A bee." What is an In. by S. with " enmity " ? — Enemy.
What used to be an excavation made to keep o5 an enemy ? — A trench.
What does a trench filled with water resemble ? — " A canal. 1 ' What is
an Exclusion of "swift"? — Slow. What are slow people generally
known to be ? — Late. When is it better to be late than ? — " Never."
When a boy is " early " to school, has he any fear of censure ? — "No."
Where are "ghosts" found? — In old halls. What supports a hall's
ceiling? — " Beams.*' If "Lulu" was dizzy, what else was she likely
to be? — Unsteady. What is a concurrence with steady? — "Sure"
[sure and steady]. What is a new "Pier" likely to be? — Strong.
What is the opposite of strong?—" Feeble." What is a "well-fed"
man likely to eat ? — Meat. Who provides the raw meat ? — A " butcher."
What do " soppy " feet lead to ? — Colds. Who prescribe for their cure?
— Doctors. At what place are they educated? — 4< College." W T hat is
seen in the mental " mirror"? — An idea. What is the young idea
taught to do ? — ** Shoot." If a " sheriff n is not naturalised, what must
he be ? — A native. In what other word do we find an In. by S. with
the first syllable of native ? — " JVaomi." What do you say of the depth
of a £i#-spoon ? — It is shallow. What is an In. by S. with shallow ? —
44 Shall." What is "topaz"? — A precious stone. Which of the
Apostles' names means a stone or rock? — 44 Peter." What rises up a
few feet from the soil ? — A '* Hedge." What rises high up above the
adjacent valleys? — 44 Ridges." Since a "fish" swims in water,
what is the opposite of what it can do ? — " Soar." What is the verdict
of a 4 * jury " sometimes called ? — A finding. What is the root of find-
ing ?— " Find." What is an In. by S. with Chiswick ?— Wicked.
When are they unsafe ? — " Now." Do we think of " Eden " as past or
future ? — Past. What word applied to future events expresses the op-

poBite of past ?— " Coming. " What is an old word for " kiss ? ''—Buss.
By what animals are public "busses" drawn? — Horses. What word
directs a horse to the oft side ? — " Jee." With what is that an In. by S. ?
— " Jiji " (pronounced as if spelled Jeejee). What does "leaf off" sound
like ? — Leave off. What does that mean ?— " Let alone." What is
the opposite of let alone ? — "Take." How may savoury " lamb soup "
be described ? — As delicious. What is a diminishing In. by meaning
with delicious?— "Nice." What is "panel"? — Compartment with
margins. If these margins are above adjacent parts, how do you speak
of them ?— They are raised. What is the root of raised? — "Raise "
What is an In. by S. with major ? — Magi. What were they supposed
to be skilled in ?— " Magic." What is an In. by S. with " Opossum " ?
— Posture. Who has an awkward posture ? — A clown. What is he ? —
A joker. With what does jokes form an In. by S. ? — " Joses." What
is usually taken as the opposite of a "hymn" ? — Song. Who usually
sings a marine song? — "A sailor." How do we often express our
"joys"? — By singing. What besides tune has a singer to heed? —
Time. Who are vainest of authorship? — Youths, when they first
see themselves in print. What is a conceited youth often found to be ?
— " A pert lad.'' Can we usually " teach " animals ? — Yes. Which one
is hard to be taught ? — A " bear." Is a " gun case " deep or shallow ?
— " Shallow." What is " pulp " ?— The soft and fleshy part of bodies.
In what animal is the flesh soft and tender? — A "lamb." What is
"dew"? — Condensed moisture. What word implies having been
" condensed" ? — " Compact." What is an In. by S. with compact ? —
"Come." When do people troll out their "ditties"? — When they
have had too much intoxicating drink. What is a common drinking
vessel? — A "cup." If a rich person is asked to live in a "hovel'*
what would he do ? — " Refuse." What is '* muck" ? — Moistened dirt.
Who often has a dirty face ? — " A baby." How may we speak of a pale
" cheek" ? — It is white as snow. What eventually becomes of snow ? —
It * k melts." What is "lining"? — Inside covering. What is an out-
side covering ?-— «• Roof." What is the first syllable of " Cobham " ?—
Cob. If a lady sees her lover thrown from a cob, what will her heart do ?
— "Heave." What is the size of a baby's robe ? — " Tiny." Where do we
see a " mummy " ? — At a museum. What is the character of the things
seen at museums ? — Curiosities. What old curiosities have some people
a mania for? — "China." What is a share? — A part. When lovers
part in anger, what is apt soon to be sent ? — "A missive." By what is
a cricket " ball " covered ? — Pieces of leather. By what are they sewn
together ? — "Stitches." With what word does "ruffs " make an In by
S. ? — Ruffles. Where are old ruffles sometimes sold ? — At auction.
What is a characteristic word of auctioneers ? — " Going." Can you name
a weaving machine ?— "Loom." What does a sensitive man do when
put in " chains" ? — " Quail." Is " pie-crust" light or heavy ?-»-Light.
What is the oppositeof " light " ?— " Heavy." Whom do you " rock "
in the cradle ? Babies. Can you give the name of a " baby " dog ? —
" Puppy." What class of people require " care " to be taken of them ?
— Wine-inebriates. Can you name the god of wine? — "Bacchus."
What do we often associate the word "match" with? — Marriage. Is
the bride bold or shy ? — " Shy." When does the moralist advise us to
act uprightly ? — "To-day." What kind of arguments do some people
require to make them do this ?— " Suasive." What does "fame"

mean ? — Enviable notoriety. What French servants enjoy the greatest
notoriety ? — Cooks. With what word does cook form an In. by S. ? —
"Cuckoos." When is a person '• touchy •' ? — When he is overwhelmed,
with a great loss. What is the greatest loss ? — Death of a parent. What
do we say of a parent laid in the grave? — "Buried." How many
fingers are there on each hand ? — ** Five.*' What name is given to the
fourth finger ? — The ring finger. Of what is the ring a pledge ? — Of
' * Love. " What was a Doge t— A Venetian chief magistrate. Whom does
a magistrate often try ? — Pick-pockets. What is an In. by S. with pick-
pockets ? — " Pick." Which of Jacob's wives was Rachel ? — His chosen
one. If we wish to be chosen for some special object, what should we
say ? — *' Pick us." What is a perfect In. by S. with pick us ? — i4 Picus."
Does he " accuse us " ? — " No." What is another spelling for the sound
of " him'' ? — Hymn. Who usually sing in church in the absence of a
choir? The people. What is an old name for people? — "Folk."
What does a person wish to do who regards his * 4 home " as a prison ? —
''Escape." What does "May" remind you of? — May-queen. Who
was queen of beauty ? — Venus. What city was sacred to Venus ? —
" Paphos."

B^- If the Pupil were to attempt to learn these 71 UNCONNECTED
sentences by ordinary endless repetition, and if every repetition were
written out and printed, a book of several hundred pages would be
filled ; whereas, by my method of Assimilation, the 71 sentences are
permanently learned in one hundreth part of the time required to learn
them by rote.

|£^~ The Pupil must never mention to anyone in what the Interroga-
tive Analysis consists, nor how he has learned or can learn by means of
it either prose or poetry.

My Memory-teaching includes two distinct unique and original
Systems.

The first is the one I have been teaching many years. It makes no
use of the Intellect or of the Imagination, but it appeals to the Memory
to aid the Memory. Yet, indirectly and incidentally, the Intellect is
invigorated, owing to the prodigious increase of concentration and the
new activity of thought on the lines .of Natural Association. This
method uses Analysis and Synthesis to develop and build up the funda-
mental Associative Power, by awakening to its highest intensity the
direct and immediate appreciation of In., Ex. and Con., and in this
most effective way it operates as a true Memory-TRAINER, permanently
strengthening both Stages of the Natural Memory and both Functions
of the Continuity, so that when the Pupil has finished all the exercises
in the manner prescribed, he will remember hereafter without any con-
scious thought or application of my System, except in the very rare
cases of dealing with exceptionally complicated or technical matters.
And although I use Analysis and Synthesis in thousands of practical
applications, vet this Device for memorising particular things operates
as a Memory-TRAINER also. Memory-TRAINING first, last, and all
the time is my object and main object in this first method.

My second System, which I call Interrogative Analysis, reaches the
same goal by a different route. It works from above downwards. It
trains the mind to quick and instantaneous grasp of new ideas and groups
of ideas. It counteracts the distracting effects of our hasty harum-
scarum habits of reading, thinking and acting. It develops the prim-

ordial Associative Power, and thereby tends to secure on all occasions
vivid FIRST IMPRESSIONS. Let the pupil notice that by the first
Method he learns the EXACT LANGUAGE and indirectly the ideas,
and" that by the second Method he learns the PRECISE IDEAS and
THOUGHTS and indirectly the language which clothes them. Let the
Pupil master both Systems*

' NOTICE. — Whenever tow unrelated ideas have become so ce-
mented together in the Pupil's mind that the thought of one of them im-
mediately recalls the other, I can prove that in every such case the union
took: place originally in strict though unconscious conformity to the
Method taught in this Lesson. In the natural way, however, such a
connexion invariably costs the Pupil from 500 or more direct or indirect
repetitions ! ! I By my Science, hundreds of such connexions that
never fail can be voluntarily established in the same time that nature
ordinarily takes to effect one of them t ! !

PART III.

RECOLLECTLWE SYNTHESIS.

PRINTED SOLELY FOR THE PUPILS OF

PROFESSOR A. LOISETTE,

A. — Analysis is applied to words or ideas between which such a rela-
tion exists, as a master of Recolleotive Analysis can discover. Synthesis
applies where no relation exists. Before giving my method of uniting
unconnected ideas or words (hereafter to be called " Extremes "), so that
one will recall the other, I shall give the Mnemonical modes of dealing
with such cases. The following are Pairs of unconnected Words or
"Extremes": "Anchor, Bolster," ... "Arrow, Treadmill,"... "Bee,
Attorney," ... "Lash, Vicarious," ... "Slain, Moon," ... "Tea, Lover,"
and "Pen, Nose."

Those who do not care for the history of Memory Methods, may omit
the reading of the matter from here to paragraph B. But I advise all
Pupils to read and study all the paragraphs.

There are ONLY three * Mnemonical methods of effecting a synthesis
in such cases: —

L — The " carpentry" method of physically uniting them in a mental
picture ! or, in other words, trying to imagine that you see them in phys-
ical contact. This method evokes only the infantile fancy, but no ele-
ment of the constructive imagination ; and, like the two other methods
and the use of Mnemonical Keys, it promotes Mmd-Wanderingtoamost
disastrous extent. And the revival afterwards of this fancied juxtapo-
sition makes an eye or sight phantom. This is the method first taught
by Simonides, 550 B.C., prominently introduced into England by Greg-
ory Von Feinaigle about 1810, and continued by Major Beniowski some
years later ; it is now practised by all Professors of Mnemonics. I copy
from their published iwrks the following Illustrations : —

1. " You must imagine that you see a BOLSTER tied around an

ANCHOR"! !

2. " You must imagine that you see a poor wretch at the TREAD-

MILL pierced by an ARROW " ! !

3. "You must imagine that you see an ATTORNEY pleading

whilst a BEE settles on his head " ! !

4. " You must imagine that you see the word VICARIOUS engraven

on the whipstock that carries the LASH" ! !

5. ' ' You must imagine that you see an ox SLAIN by the light of

the MOON " ! !

* Up to date there have been produced 400 Mnemonical Systems ! ! all bearing different
names ! ! 200 before this century, and 200 since ; yet all without exception are related
to one or other of the three described in the text ! !

6. (( You must imagine that you see a Lad y and her LOVER drink-

ing TEA together "I !

7. " You must imagine that you see a man with a PEN thrust

through his NOSE"! !

Remark*.— (I) I grant that were yon to she a "Bolster" tied around an "Anchor,"
it would make an impression on the sense of night ; but merely to imagine that you see it
is a totally different thing ! Such a mental picture is the most fleeting and evanescent
of impressions— not a hundredth part so vivid as dream-pictures, almost invariably for-
gotten in a few hours. ($) A memory that can retain such nursery-conjunctions must be
phenomenally strong for mere physical contacts, and correspondingly weak for the wot-
ural union of ideas. Yet mnemonists are always applying to these physical contacts, as
well as to tho two other methods, the inappropriate terms " links of thought," and •* as-
sociation of ideas" ! ! (3) An intellect which can make and rely on such incongruous
juxtapositions must be as distorted and out-of- joint as is tho conscience of the Hindoo
mother who throws her child into the Ganges. (4) If anything was ever permanently
retained by these carpentry-devices, it was only after never-ceasing reviews, many times
more tasking than the poorest natural memory would find it to be to learn it without as-
sitftance.

II. — The second Mnemonical method — conspicuously brought before
the public by Aime Paris in 1819-20, and published in 1845 in England
and America by his pupil Francis Fauvel Gouraud — a method copied by
some Mnemonical teachers when they print their lessons! — adds to
the inutility of mental pictures — more truly called *' mental daubs" —
the rhetorical difficulty of constructing a sentence that shall contain the
two unconnected words. It is an intention of the imagination ! ! the
revival of it may be called an imagination-pluintom. This way of hand-
ling the foregoing examples is as follows : —

1. " The ANCHOR, being made to steady a ship in a storm, is

necessarily constructed of iron, which is a much heavier
material than the slight stuff; composing a BOLSTER."

2. "An ARROW dipped in poison is not more fatal in its effects

than is the social influence of one who has atoned for his
crimes on a TREADMILL."

3. '* The BEE by its sting causes no more pain than is often inflicted

by the severity of a sarcastic ATTORNEY."

4. " The LASH applied to the back of the whipping-boy who volun-

tarily endured the flogging a Prince had merited, caused the
former to suffer in a VICARIOUS capacity."

5. "It is absurd to suppose that people are SLAIN in a satellite,

probably uninhabited, like the MOON."

6. " TEA, from its sedative qualities, is well calculated to soothe

the excited nerves of a LOVER who has been rejected."

7. ' ( When a PEN is made from a quill, it comes from an animal

whose NOSE is at the end of its bill."

Remarks.— (1) No one can make such sentences so as to contain a pair of unconnected
ideas unless he possesses an almost marvellous constructive power op imagi-
nation. (2) These rare gifts would be utterly unavailing, unless he possesses also an ab-
solutely perfect verbal memory ; for these phrases are of no use unless they are
perfectly memorised. Such a perfect verbal memory could retain these Extremes by
mere ^ concurrence,^ or thinking of them together two or three times : and the mnemoni-
cal phrases thus become a useless and fatiguing burden to him — a Van which he must
shoulder in order to carry his purse. But a poor memory can make no use of these phrases ;
for nothing BL8K is so difficult to it as prose; and thus the meant offered under
pretence of aiding it are impracticable or impossible to be used.

III. The third and only remaining mnemonical method, really only
a variety of the Aims Paris Method, was invented by a Dane, named
Carl Otto Reventlow, previous to 1850, and was tanght orally since 1863
for a few years in England by one of his pupils. Reventlow boasted
that he substituted " Reasoning for Memory." Users of this method
tried to invent some common ground of comparison or contrast between
unconnected " Extremes, " a practical contradiction in terms.* Aime
Paris resorted to any sentence that his constructive imagination could
invent to contain the two " Extremes ;" but Reventlow, being more re-
stricted in his range, often produced mental freaks, more irrational and
far-fetched than even the mental daubs ! ! As this method invariably
led to a perversion of the intellect, its products might be called Subtil-
ity -phantoms. Applied to the foregoing examples, they would appear
as follows : —

1. The ANCHOR, being made of iron, is of metallic origin ; the BOLSTER, being made
of feathers, is of animal origin.

2. An ARROW describes an arc in its course ; a TREADMILL makes a circle every
time it turns round.

3. A BEE makes a flight through the air ; an ATTORNEY sometimes indulges in
flights of rhetoric.

4. VICARIOUS suffering is endured by one for another ; a LASH is applied by one
upon another.

5. Men are sometimes SLAIN by night ; the MOON shines by night.

6. A LOVER uses the lips in kissing ; TEA is sipped by the lips.

7. The fingers act as a holder of the NOSE in presence of a bad odour ; a steel PEN
is used by means of a holder.

Remarks.— (1) What was said of the Aime Paris Method applies also to this method,
with the additional remurk that it is much more difficult in application and equally useless.
(2) It may be said that Recollhctive Analysis can neither apply to a he *» Mental
Daubs" nor to the "Mnemonical Phrases," nor to the "Substituted Reason-
ings ; " for.Analysis applies only where there is a direct and immediate relation of In., Ex.
or Con. between the two words, with no intermediate or interjected idea interposing be-
tween them ; but Synthesis applies where there is no single direct or immediate relation
between the two words or " extremes." but in the very nature of the ideas themselves they
are wholly unconnected ; for if, in any case of pretended Synthesis, there was a relation
of Inclusion, Exclusion, or Concurrence, it would prove it to be a case of Analysis and not
of Synthesis.

B. — We had experience in learning the Presidential Series that the
application of the laws of In., Ex. and Con. enabled us to commit to
memory that series in one-fiftieth of the time it would have taken
had we not known those Laws. Most people could never have com-
mitted to memory such a long series by mere rote or repetition, and*not
one in a thousand could have learned to say that series backwards by
rote alone ! ! Yet all my Pupils easily learn that series both ways, be-
cause Analysis affords the highest possible AID to the Natural Memory.
In fact, the deepest and roost abiding impression that can be made upon
the Natural Memory is by impressing it with the relations of In., Ex. or
Con.; because these are the Memory-Senses (if the phrase be allowed),
these are the eyes, ears, touch, taste and smell of the Memory ; and we
have only to impress the Memory according to the laws of its own nat-
ure and the MEMORY will RETAIN the impression. And this is

♦As a disciple of Hegel, he claimed he could unify the most unconnected and unrelated
ideas ! ! ! But this unification he tried to effect by adding on foreign ideas to both " Ex-
tremes," as the Mental Daubers and Phrase Makers hnd done before him. and thereby,
like them, imposing new burdens on the Memory ; besides, this method made a draft on
the " Ingenuity/ 1 to which not one in ten thousand could respond.

exactly what my Art does ; for I translate every oase of Synthesis into
an Analytic series by supplying Memory '-intermediates that grow out of
the " Extremes," each one of which is an instance of In., £x. or Con.
— Thus, every example of Synthesis becomes a developed or extended
Analysis! ! ! To make this translation from Synthesis into Analysis re-
quires no intellectual ingenuity— no constructive power of imagination
— but only to recaU to consciousness what we already know about the
"Extremes" through In., Ex. and Con. I call these Intermediates the
Correlation, because they sustain the direct, immediate and specific rela-
tion of In., Ex. and Con. to the "'Extremes," having nothing in com-
mon either in principle or nature with the above Mnemqnical *' Links "
or "Associations," "Phrases" or "Substituted reasonings."

JSST" In. will be represented by 1, Ex. by 2. and Con. by 3.

C. — I herewith present my Method of dealing with the above pairs of
extremes : —

1. ANCHOR (1) Sheet Anchor (1) Sheet (1) Bed (1) BOLSTER

Or, (8) Capstan (1) Night-cap (3) Pillow (3)

Or, (8) Roadstead (1) Bedstead

Or % (8) Sea Bed (1)

2. ARROW (3) Tell (8) Apple (8) Cider Mill (1) TREADMILL
Or, (8) Flight (8) Arrest (3) Convict (3;

Or, (1) Air (1) Wind (1) Windmill (1)

3. BEE (1) Beeswax (1) Sealing-wax (3) Title deeds (3) ATTORNEY
Or, (1) Queen bee (1) Queen's Counsel (3)

4. LASH (1) Eye-lash (1) Glass Eye (1) Substitute (1) VICARIOUS
Or, (8) Driver (3) Car (1) Vicar (1)

6. PEN (3) Ink (1) Ink-bottle (1) Smelling-bottle (8) NOSE

Or, (3; Quill (1) Feather (1) Eagle (1) Aquiline (3)

Or, (1) Pensive (2) Gay (1) Nosegay (1) .

Or, (3) Wiper (3)

(i. SLAIN (3) Battle (3) Joshua (3) MOON

Or % (1) Struck-down (1) Moon -struck (1)

Or, (3) Fallen (2) Risen (8)

7. TEA (1) Teaspoon (1) Spooney (1) LOVER

Or, (3) Sugar (1) Sweet (1) Sweetheart (1)

Or, (1) Tease (1) Sir Peter Teazle (1) Old Lover (1)

Or, (1) Oolong (1) Woolong (3)

1. Neither Children nor Adults, who have thoroughly learned Rec-
ollective Analysis and practised its exercises, ever find the slightest dif-
ficulty in making Correlations, unless they are so afflicted with Mind-
Wandering that they have never digested the impressions or knowledge
they have received, or unless their intellectual operations have been
twisted or wrenched out of the natural order by the perversities of early
education ; but even in all these cases the diligent student will be able —
usually before the Five Lessons are finished — at once to correlate any
word whatever to any or all the words in any dictionary. A learned
Professor declared that no person unacquainted with astronomy could
correlate "Moon" to " Omnibus." He did it thus: MOON— (3) Gib-
bous [one of the phases of the Moon]— (1) « 4 Bus"— (1) OMNIBUS. I
asked a pupil then present— a girl 9 years old — to connect them. She
instantly replied, "MOON— (1) Honeymoon— (8) Kissing— (1) Buss—
(1) OMNIBUS." A moment after, she gave another: " MOON— (1)
Full Moon— (1) * Full inside '—(8) OMNIBUS." Once more : "MOON
—(1) Moonlight-(l) Lightning— (8) « Conductor »■— (8) OMNIBUS."
Another Pupil imagined it would be impossible to Correlate the follow-
ing letters of the alphabet to worsts beginning with the same letters, as

"A" to "Anchor," "B" to "Bull," ,| C" to "Cab" and "D" to
"Doge" — as well as "Cooley" to "The.'* There are, however, no
words, whether abstract or concrete^ no real or imaginary things that can
be named, which my Pupils cannot soon learn to Correlate together
with the greatest readiness, as : —

••A" (1) First Letter (1) Pin* Mate (3) Ship (3) "ANCHOR' 1

(1) Aviary (8) Bird (1) Flyer (3) Flow (1) Fluke (1)

4 * (1) April (1) Rill (1) Water (1) Water-wheel (3) Revolution (8) Capstan (3)

44 B" (1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1) "BULI,"

(1) Below (1) Bellow (3)

•C (1) Sea (3) Ocean Steamer (1) Cabin (1)"CAB V

*D" (1) "D.P." (1) Clerical Title (1) Venetian Title (l) t4 DOGI

4 COOLEY" (1) Coolly articulated (1) Definite Article (1) "THE' 1

All possible cases to be memorised can be reduced to (1) ISOLATED
FACTS, where each fact is correlated to some fact in its surroundings
through which you must think as the Best Known, in order to recall it
— many instances of dealings with Isolated Facts will be given in this
lesson ; — or, (2) Serial Facts, where each fact must be remembered
in the exact order in which it was presented to our minds — as is illus-
trated by many examples in this and subsequent Lessons.

Let the Pupil NEVER FORGET that my System serves two distinct
purposes : (1) That it is a Device for memorising any Isolated Fact or
Serial Facts by means of memorised Correlations. (2) And that by
memorising and repeating for a considerable period Analytic Series, and
especially by making and memorising one's own Correlations, it is an
unequalled system of Memory-TRAINING. Let the ambitious Pupil
learn every example I give him in the lessons in order to soon so strengthen
his natural memory tliat he will no longer ham to use the device for mem-
orising^ his natural memory permanently retaining all lie desires to re-
member. But this grand result comes only to thoso who carry out ALL
my directions with genuine alacrity — not shirking one of them — but
rather doing all I require, and as many more new examples as he can
think of to which he can apply my Method, and sending me for criti-
cism all his work.

By memorising the Correlations the Pupils will find that hereafter the
two extremes are united in memory without his ever having to recall
the Correlations ! ! and to memorise a Correlation, he must at first, if
his Natural Memory be weak, repeat from memory the intermediates
forwards and backwards, thus: — ANCHOR. . .sheet anchor. . .sheet. ..
bed ... BOLSTER— BOLSTER ... bed ... sheet . . . sheet anchor . . .
ANCHOR, at least three times each way. These six repetitions from
memory, three forward and three back, are only required at first. In
a short time the Pupil will infallibly remember every Correlation he
makes, merely from having made it, and, at last, his Memory will be-
come so strong, that he will no longer have to make any Correlations at
all. And when he has repeated the Correlation, let him repeat the two
extremes, thus — " Anchor "...'* Bolster " — " Bolster " . . . 4< Anchor "■

Bolster "...'* Anchor" — " Anchor "...** Bolster." Nothing else is so
easy to memorise as a Correlation, for a Correlation is not a '* mental
picture" or " story " — it is neither a proposition, sentence, or phrase.
It has no rhetorical, grammatical or imaginative character, nor is it a
substituted reasoning. It is simply an elemental prinlordial Physiolog-
ical Sequence of Ideas in which one includes another, excludes another,

or in which one idea has been so united with another in past experience
that the two are henceforth inseparably connected in memory— and a
little practice in making and memorising these Correlations soon makes
it impossible to forget them.

In ordinary experience, no two * unconnected facts are ever perma-
nently united in memory except at a cost of 500 or more direct or indi-
rect experiences which were required to make an unconscious Correla-
tion ; yet any pair of unconnected ideas can readily be cemented together
for ever by a conscious or spontaneous Correlation repeated backwards
and forwards only a few times I ! A Pupil once criticised these remarks
by saying that he had never repeated the ideas of 4< Diogenes" and
•* Tub " more than 10 or 20 times, and yet he should remember them
together as long as he lived. But he really had had the benefit of in-
directly dealing with those ideas thousands of times t ! For what was
his mental experience in regard to the place where human beings live ?
Why, it was that they live in houses — or human habitations. These
ideas had been so many thousands of times repeated in his conscious-
ness, that henceforth the mention of one would recall the other almost
as by reflex action. After this inseparable bond had been established
between these ideas, he reads that Diogenes lived in a Tub ! I What a
shock this gave to the powerfully associated ideas that human beings
lived in human habitations or houses ! ! The relation between Diogenes
and Tub had become unconsciously correlated through a most vivid
intermediate of Exclusion— probably thus: DIOGENES. . .(2) non-
human habitation. . .(1) TUB. The reader will instantly see that there
would have been scarcely any impression made on my Pupil's mind, if
his uniform experience had been that human beings had always lived
in Tubs I ! I ! Then, and in that case, he would have remembered that
the particular man Diogenes lived in a Tub, only after very many repe-
titions, and not before his mind had unconsciously made a Correlation
between those words or ideas — very likely, thus : DIOGENES. . .Dye. . .
Dye-Tub . . . TUB. It is an undoubted fact that no pair of unconnected
ideas has ever become connected in anyone's memory until that person
had made and cemented an unconscious Correlation between them. And
the difference between a quick and a slow natural memory consists in the
fact that the former makes an unconscious Correlation more rapidly
than the latter. And the great power of my System of Memory-TRAIN-
ING is seen in the fact that whilst Pupils having quick Natural Mem-
ories can add enormous vigor to their Natural Memories by analysing
and memorising their own spontaneous Correlations, yet those with the
slowest Natural Memories can by the same process of making and mem-
orising their own Correlations soon so strengthen their hitherto sluggish
Natural Memories as to excel in quickness of acquisition and permanence
of retention the best unassisted Natural Memories t ! t And the reflect-
ing Pupil will not fail to observe that my Method of cementing together
unconnected facts is only a Scientific Development of Nature's own

* The most vivid CONCURRENCE exists where two or more objects strike or affect the
senses at one and the Fame moment, and sometimes a single experience is sufficient to ef-
fect a permanent relation between them, When yon merely think of two unconnected
objects without having had any sensuous experience in regard to them, a Correlation
must unconsciously or consciously unite them before they will be hereafter connected,
though one or more intermediates of the Correlation may have been derived from a sen-
suous concurrence.

Method, just as the Microscope and the Telescope are merelj Scientific
Developments of the Eyesight.

Rules for making Correlations.

(1) Let the number of Intermediates be usually not lead than two, nor more than four.
It is a waste of labour to try to connect unconnected excremett by only one intermediate.
It is only accident that enables mo to connect pen and nose by the single intermediate
" wiper/ 1 Accident may even unable me to find a date-word that is vividly connected with
the man or event, as, Death of Charles I., Too Sfi&rp, [1649] ; again. Harvard College
founded, TeacA much -[1636]. Necessarily, the "extremes" are in different spheres or
planes of thought, and occasionally three or four intermediates are necessary to cement
them together, but two usually suffice.

(2) A Correlation is a nuccessive advance, and an intermediate must never refer back to
any except its immediate antecedent, never to its second or third antecedent. A Pupil
sends this : — Wavy hair. . . Harry . . . stepson . . . real son . . . more a son . . .MORRISON.
Here, " more a son " refers to the comparison between " real son " and •' stepson," but
the latter is the second antecedent, and the correlation is therefore a defective one.

(8) A word may be used twice, but never three times ; as, Pen. . .penrive. . .gay. . .nose-
gay. . .NOSE. Here " gay" is proiierly used twice, and after that, it is dropped and yon
can go on with the rest of the word, to wit, none.

(4) A compound phrase including a verb must never be used, since the intermediates
must be the simplest elements, either sensations or perceptions [relations among sensa-
tions], or abstractions [relations among relations], or one of these with either of the others,
and always exemplify either In., Ex. or Con.

(5) My Correlations are good for me, but they may not be so vivid to others, especially
the concurrences. To fix the date of Magna Charta (1215), the Pupil could memorise this
Correlation— Magna Chabta. .King Jobn. . .Jew's teeth . . DbNTaL. But if the Pupil
did not already know that King John granted that charter, and if he did not also know
the story abouc the extraction of the Jew's teeth, to make him pay the royal exaction,
there would be no concurrences in regard to the first two intermediates, and he would
have to learn the Correlation by mere repetition without aid from Analy*is. In such a
case, he would make and memorise his own Correlation, perhaps thus: Magna Charta
...magnify... diminish .DwiNDLb.. .(1216). Again; Sib Chbistophbb Wren... St.
Paul's., cathedral bells... To CHiMk oN (born 1632).. sweet bells... tolling., .burial..
TaKbN hoMb (died 1723). If the fact that Sir Christopher Wren was the architect of
Rt. Paul's were unknown to the Pupil, there would be no concurrence in his mind between
Sir Christopher Wren and St. Paul's, and he would then probably proceed thus : Sib
Chbistophbb Wben. .bird. . .mocking bird. .mock. . .ridicule .To SHaMb oNe (1682). . .
shamefaced... assumed an "alias".. .TooK a NaMb (1723). " Carcasses... The mad
jaw " is a vivid concurrence to me, as I have seen a pack of starving wolves act like fiends
in devouring and tearing to pieces the carcasses of dead animals. To a perron unac-
quainted with such scenes, or who had never read about them, or to whom the impres-
siveness of such scenes might not occur, there would be no concurrence— in other words,
'* Carcasses. . .The mad jaw " would be a case for Synthesis, and the Pupil must make a
Correlation between them and memorise it, or else he must learn it by ordinary repeti-
tion ! ! But if he makes his own Correlations, every concurrence he uses would be a real
concurrence to him, and so with his Ins. and Exs. This is a decisive, unanswerable rea-
son why the Pupil should merely look upon my Correlations as models, but make and
memorise his own Correlations in all cases, as being more vivid to. him, and therefore
more certainly remembered, as well as more effectively training and strengthening the
Memory in both its stages.

(6) Let him observe that vivid Ins. by meaning are usually better than Ins. by S., un-
less the latter are perfect. •• Troop— loop," is a fairly good In. by S., but not perfect.
Instead of saying, " Hidden enemy., .hostile troop. . .LOOP/' it would be better to say,
•* Hidden enemy. . .ambush . . .snare. . noose. . .LOOP." EAR. . .EEL makes a weak In.
by S., although the sound of long 6 begins each word, but it would make a much more
vivid first impression to deal with them in this way ; EAR. . .earring. . .wring. . .twist. . .
wriggle. . .EEL. But " Bivouac. . .aqueduct " is a perfect In. by S. as to the last syllable
of the former and the first syllable of the latter, since those syllables, although spelled dif-
ferently, are pronounced exactly alike. Hence, to connect Bivouac to Rain, we might
well «ayj** Bivouac. . aqueduct. . .flowing water. . .falling water. . .RAIN."

(7) %&~ Let him never — under any circumstances — make a second Correlation until
he has memorised the first.

(8) Above all, let the Pupil bear in mind that although making and memorising Cor-
relations serves the useful purpose of fixing specific facts permanently in the memory, yet

that the main object in making and memorising Correlations is to develop the latent
power of the Natural Memory to such a degree that all facts are hereafter remembered
without rising Correlations.

(I.)— ISOLATED FACTS.

Correlate the Isolated Fact to some fact in its environment or entour-
age that is BEST KNOWN and which yon are sure to THINK OP when
von wish to recall the Isolated Fact.

1. To remember PROPER NAMES, correlate the Person's Name to
the name of some peculiarity of the Person as the BEST KNOWN, and
which you are sure to THINK of whenever you think of the Person.
If you memorise the Correlation, you will instantly recall the Name
whenever you think of this Peculiarity.

To remember a proper name, Mnemonics simply resorts to In. by S.
But this gives no starting point, no " Best Known," which you musl
certainly think of, and which will enable you to recall the name, pra
vided you cement by a memorised Correlation the •' Best Known " to
the name itself; in fact, a similarity of sound alone and by itself is al
most certain to mislead you into reviving itself instead of the name ! t
A celebrated Member of Parliament who, in the days of his youthful
simplicity and before he had tested Mnemonics, gave a high opinion of
its value, was to deliver an address at the Birkbeck Institution, about
8 years ago. Resolving to pay a tribute of appreciation to its founder,
Mr. Birkbeck, and always having found great difficulty in remembering
proper names, he thought he would fix the name of Birkbeck in his
memory by the mnemonicai device of finding a word that resembled it
in sound ; and so he said to himself, "it reminds me of ' Pinchbeck.' "
He commenced as follows : " Before coming to the subject on which I
am to speak this evening, I desire first of all to pay a deserved tribute
of praise to the founder of this great Institution, the celebrated Mr.
PINCHBECK ! ! ! " A universal shout of laughter revealed to this dis-
ciple of Mnemonics that this boasted Art can get us into trouble, but
that it cannot help us out : for he could not recall the real name, Birk-
beck, until it was told to him. If he had mastered my System, his new
memory-power would have enabled him to remember the true name
without any device ; or, if he had not received the benefits of my Sys-
tem as a Memory-Trainer, he could have infallibly remembered the
name Birkbeck— which he was afraid he would forget, and which he did
forget — by correlating it to the word "Founder," which he would cer-
tainly remember, and which he did remember, thus : — FOUNDER. . .
found ... lost .. . calling . . . beckon . . . BIRKBECK ; or, FOUNDER . . .
foundation. . .underground. . .grave. . .body-snatchers. , .Hare & Burke
. . .BIRKBECK.

If he had memorised either of these Correlations by repeating them
forwards and backwards two or three times, and then recalled the two
extremes " Founder,"' " Birkbeck," several times, the moment he
thought of Founder, he would instantly have recalled Birkbeck ; for,
when the Correlations are memorised, the two extremes are cemented
together, without recalling the intermediates at all. But if he had
thoroughly learned all my exercises, he would have received the bene-
fit of my System as a Memory-TRAINER, and then the mere making of
a Correlation is the infallible remembering the two extremes together,
without ever thinking of the intermediates.

[Dr. Johnson, when introduced to a stranger, repeated his name sev-
eral times aloud, and sometimes spelled it. This produced a vivid First
Impression of the man's name, but it did not connect the name to the
man who bore it ! 1 People who have adopted the Johnsonian Method
say that they remember the name but often apply it to the wrong per-
son ! ! because they did not establish any relation between the name and
the man himself to whom it belonged ! !]

Peculiarity. Correlation. Proper Name.

Gross-eyed ...cross-bow... Mr. Bowman.

Unequal eyes ...unlike size... Mr. Sizer.

Straight brows . .. browsing. . . sheep. . . Mr. Shepherd.

Snub nose ...Bhort... shrub... shrubbery... Mr. Berry man.

Regular features.. . straight. . . upright. „ . walls. . . Mr. Waller.

Wavy hair ...dancing wave... Morris dance... Mr. Morrison.

Black eyes ...white... snow... pure as snow... Mr. Virtue.

Bed cheek ...cheeky... chastise... bruise... Mr. Brewis.
Bare face . • . dancing bear. . . tumbling. . . crooked fall. . . Mr. Crookall.
Small- pox . . . plague. . . cattle plague. . . sheep. .. lamb. . . Mr. Lambert

Retreating chin. . .retiring., .homebird... Mr. Holmes.

High instep . .. boots.. . mud. . . peat. . . Mr. Pete.
White hands ...gloves... covered... shut-up... warder... Mr. Ward.

Crooked legs ...broken legs... crushed... Mr. Orushton.

One arm . . . coat of arms. . . doorway. . .hall. . . Mr. HalL

Apprehension ...suspension... gallows... Mr. Galloway.

Mathematics ...mat... door-mat... Mr. Dorman.

Energetic ...work... labourer... spade... dug... Mr. Douglas.

Conceited . . . lofty.. . upper room. . . chamber. . . Mr. Chambers.

Sombre ...sad... mourning... hat-band... Mr. Hatton.

Modes • . . violet. . . flower. . . shrub. . . laurel. . . Laura.

Music ...stave... bar... Mr. Barcroft.

Violinist ...violin... flute... whistle... • Mr. Birtwistle.

Organist ...pedal... foot... horse-shoe... blacksmith.. Mr. Smith.

Cricketer ...field. ..park.. .stag.., hart... Mr. Hartley.

Painter . . . paint. . . coloured cards. . . whist. . Mr. Hoy le.

Publican ...beer... barrel... Mr. Barrett.

Clothier . . .cloth. . . cloth coat. . . overcoat . . Mr. O verstall.

Plumber ...plum... currant... cake... victuals... Mr. Whittles.

Joiner ...wood... ash... Mr. Ash worth.

Baker . . . flour. . . white flour. .. Mr. Whiteley.

Engineer ...engine driver... smutty... black coat.. Mr. Coates.

Gardener ...guard... secure... hold... Mr. Holden.

Printer ...type... picking up... pick... dig... Mr. Delve.

Make your own Correlations in each of these examples and send them
to me for criticism, and give other illustrations "of your own in regard to
your acquaintances, completely worked out as above.

A CONTRAST. — When unconnected ideas are to be united in the memory so that
hereafter one will recall the other, the teachers of all other Memory Systems invariably
Bay, " What can I invent to tie them together— what rtory can I contrive — what foreign
matter can I introduce— what mental danb can I imagine, no matter how unnatural or
false the Juxtaposition may be— or what argument or comparison can I originate— no
matter how far-fetched and fanciful it may be, to help hold these ' Extremes ' together ? "
They do not reflect that all these mnemonical outside and imported schemes must alto be

remembered, and that being in the form of sentences expressing loose relations of mere
physical juxtapositions or the complex relations invented by the constructive imagination
or the subtlest intellect, they are more difficult to be recollected than the Extremes would
be alone and without these ponderous aids ! ! Hence, in their professed attempt to aid
the memory, they really impose a new and additional burden upon the memory. On the
other hand, I simply ask the ttiemory what it already knows about the " Extremes." The
first intermediate of a correlation is directly connected through In., Ex., or Con., with the
first •' Extreme," and the last intermediate with the last '* Extreme," and the intervening
intermediates with the other two, and thus the intermediate* being already in the mem-
ory y and not the result of invention or ingenuity, my Method of Correlation is purely
and solely a Mkmoby process. Thus 1 alone use the Memobt to hblp the Memokt ! I
I use the reviving power of the memory to make a vivid Fibst Impression between two
hicherto unconnected " Extremes." I add nothing to the " Extremes." I import nothing
from abroad in regard to them. I invent nothing. I simply arouse, reawaken to con-
sciousness what is already stored away in the memory in regard to those " Extremes, *
and, by reciting the Correlation a few times forwards and backwards, I cement the " Ex-
tremes'" themselves ho vividly together, that henceforth one " Extreme " revives the other
"Extreme" without the recall of the intermediates! 1 1 Nor is this all— In learning
prose or poetry by heart by means of endless repetitions, the mind soon wanders, and
thus discontinuity is promoted ; but, in reciting a Correlation forwards and backwards
from memory, the mind cannot wander, and thus the continuity is strengthened in the
highest degree. Again, Memory is improved by exercise, and improved in the highest
degree by making and memorising correlations, because in making them the reviving
power of the memory is exercised in conformity to Memory's own Laws ; and in memor-
ising the Correlations, both stages of memory are most vividly impressed. Thus, making
and memorising Correlations TRAINS both Memory and Continuity.

(2.) To remember Unfamiliar English Words or FOREIGN WORDS,
correlate the Definition as the BEST KNOWN to the Unfamiliar or
Foreign Word, and memorise the Correlation. In the case of Foreign
Words the last Intermediate is necessarily a case of Inclusion by sound.
The French word Anachorete would have for its equivalent by sound
either " Anna goes late v or "Ann a core ate" or '• Anna's cold Jiate,"
and perhaps to some of my readers it would sound like something else.
Gravache might sound like *" Have hash" or •' Crack oflaslu" Pupils
often disagree as to what is good Inclusion by sound, but the rule for
each is to use what suits himself, and not to trouble about other peo-
ple's ears. In. by sound or by sense or by spelling, is sufficient if it refers
to one syllable only. »

Geeek.
Hfiiropos
napyaplrris

KlV€<0

7riQav6s

8p6fu>s

8ov\os

f&upaevs

irorJipiov

fc(TfA6s

Q paver 6s
koo-k6s
trrpoyyvKos
<p(po>

&pros

yafx4a>

amro)

(fxvydv

COBBELATION.

Merchant. . . market . . empori urn . . .

Pearl. . . necklace. . .sweetheart.. .Sweet Margery. ..

Move... move on.. .next stage... next-of-kin...

True. . . naked truth. . . pith of the matter. . . pithy. .

Course. . . coarse hair. . . camel-hair. . . dromedary. . .

Servant. . . light fare . . . dole out. . -

Tanner. . . leather. . . leather purse. . . disburse

Cup... tea-cup ..tea-pot...

Fetters. . . criminal. . .desperate. . .

Fragile. . . thin. . . rapier. . . * ' thr ust us "

Fruit... fruit-knife... fish-knife... carp ..

Ro und. . . round cable. . . strong. . .

Bear. . . suffer. . . servitude. . . Israelites. . . Pharaoh

Bride. . . fair. , . fairy. . .forest nymph. . .

Bread. . . baker. . . baker's art. . .

Marry. .. lottery of life. . .risky game. ..

Join. . . engaged. . . apt to disagree. . .

— engaged... suited... apt...

Culprit. . . cull. . . select a few. .. few gone. . .

Correlation.
Milk... milky way... galaxy...
Drink. . . water. . . small leak.. . pinhole. ..
Suffer hunger... dying of hunger... pining away...
Time. . . watch . . . chronometer. . .

— Father Time . . . old age. . . old orony . . .
Cover.. . covert. . . cave. ..grotto. . .Calypso.. .
Deli ver. . . capture. . . lasso. . .

Spread.. . feast. . . Christmas. . .deck a church.. . dye a spire. .
Uncover... bare... bare foot ..a Kaliph's toe...
Assign. . . sign. . . mark. . . man of mark. . . hero. . . intrepid. . .
Shut .. shut out... severe weather... bad climate...
I judge... condemn... refute... refuse... cry ".no"
Found... establish... fix. ..fasten thus.. .tie so ..
Entrust.. . trustee . . . trustee - meeting. . . dine. . . ste w. . .
Soldier. . . art of war . . . strategy. . .

Heart . .. heart-sick. . . fainting . . . cordial. ..

Wickedness ...dishonesty... black mail...

Book ...printed thoughts... freedom of thought... liberty...

Breast . . . front. . . front view. . . aspect. .

Spear . . . thrust. . . quick motion. . . hasty. ..

Suitor ...princely suitor... married by proxy...

Ask ...borrow. ..swindle. ..rogue. . .

Marrow . . . old English arrow. . . victory. . . medal. . .

Captain ...head of hundred... century...

Surveyor . . . measure. . . dimension. . .

Furniture . . .bent-wood chairs. . . bent legs. . .supple legs. ..

Vine ...wine...luxury...pampered...

Liar .. .false pretence. . . mendicant. ..

Coachman ...carriage... "fine rig out "...

Cow ... co w pox. . . vaccination. . . Vaccine. . .

Sing . . . boatman's song. . . canoe. . .

Kill ...kill by hanging... broken neck...

Redden . . . blush. . . kissing. . . ruby lips. . .

Dry ...dry mouth... feverish... sick...

Man ...married man... home...

War ...victory... rejoicings... bells rung

Rob . . . robber. . . hue-and-cry. . .policeman's rap. . .

Tanner russet leather. . . russet apple. . . apple cor e. . .

Dove married love. ..state of union... United States...

Columbia. . .columba

Bench ...table... shop counter... selling... subsellium

Oar ...galley-slave... Roman galley... Rome... Romu-
lus and Remus... remus

Garret ...store house... grain store... gran aria

Horse ...race... dead-heat... equal... equus

Cock .'. .spurring. . .goading. . . galling. . . gallus

Lazy ...tramp... knave... ignavus

Make heavy. ..rich food... gravy... gravo

Sign ...musical signs... notes .. nota

Greek.
ytUa

Xp4vos

KaXfarrat
6.ira\d<r<rw
. Hiatnceipu
iKKaXinrrce
iTirp4ww

Kpivct

KTlfa

vurrefa

Latin.
cor

malum
liber
pectus
hasta
procus
rogare
medulla
centurio
agrimensor
supellex
pampinus
mendax
auriga
vacca
cano
necare
rubesco
siccus
homo
belluin
rapto
coriarius

Poverty

. . draf ty garret. . . sleeping draught. . . opium. . . inopia

Top

Face

Useless

Dark

Writer

Harvest

Dog

Fox

Bread

Table
Master
Tree
Mother

CORRELATION. LATUff.

.. . news.. . false news. ..nonsense. . . nuntins

...high perch... hen's perch... cackle... cacumen

...bare face... bare -headed bird... vulture... vultus

. . . needless impatience. . . irritation. . . irritus

.. . dark staircase. . . insecure. . . obscurus

...bad writer... scribbler... scriba

...harvest home... Mrs. at home ?... messis

. . . dog's tail. . . tin can. . . canis

.. .cane-carrier., .cane. . . canis

. . .boiled eggs. . . boiled hard. .. over-boiled.. . ovum

...jackal.. .carcass... vultures... vulpes

. . . sweat of brow. ..labour. . . pain. . . panis

...bread-pan... "
. . . figures. . . calculation. . . mensuration. . .
. .. schoolboard. . . fines. . . magistrate. . .
. . . mast. . .ship. . . harbour. . .
. . . wife. . . helpmeet . .help-mate. . .

Thankfulness .. .gratitude. .. altitude . . . high-flying. .

Embarrassment... slough of despond... low spirits...

Toy . . . play day. .. free day .. . Friday. . .

Sad . .. " sad sea waves "... boat., .outrigger.

Clear ...clear tones... clarionet...

Indolent ..." lazy bones". ..lazy lass...

Dangerous . . . storm. . . steamboat fare. . .

Part ...part of house... roof... tile...

Empty . . . hollow. . . fox's hole. . . lair. . .

Take . . .take husband. . . new name. • .

Diffidence ...shyness... shy...

Little . . . grow less. . . on the wane. . .

Much ...wanting... fill up...

Recompense... prize... game... lawn tennis... lawn...

Question

Pressure

Voice

Child

Threaten

Mirror

Beetroot

Potato

Love

Campaign

Medicine

Evening

Apple

Heaven

Song

Table

Chair

Bottle

Castle

Honour

. . answer. . : fragmentary answer. . .
...he'avy load... truck...
...voice lozenges... stimulation.. .
...young kindred...

. . . stinging words. . . stinging bee. . . drone. . .
. . . reflection. . . spy-glass. . .
... red... ruby...

...dig up... remove... cart off...
...lovers' meeting... meat... Liebig's Extract.
. . . battlefield. . . Field Marshal. . .

..science... arts

mensa
m agister
arbor
mater
J Gbbmjjv.

. kite. . . Dankbarkeit
height. . . V erlegenheit
Freude
traurig
klar
laasig
gefahrlioh
Theil
leer

nehmen
scheu
wenig
viel
Lohn
Frage
Druck
Stimme
Kind
drohen
Spiegel
Riibe
Kartoffel
Liebe
Feldzug

(pr. artsnei) Arznei

...hour of prayer.. .bend the knee... Abend

... " windfall ". ..cold wind... wrap well... Apfel

...angels... sing hymns... Himmel

. . . choir. . . choir leader. . .lead.. . Lied

.. .soiled with use. . . dirtyish.. . Tisch

...chairman... session... Sessel

.. .Leyden jar. . . electric spark.. .flash... Flasche

. . . siege. . . battle. . .lost. . . loss. . . Schloss

. . . esteem. . . steam . . . vapour. . . air. . . Ehre
7

Correlation. French.

Fat ...fat ox.. .clover.. .rich grass... gras

Mouth ...flesh -eater... butcher... bouche

Asphalt . . . asaf oetida. . . fish bait. . . beton

To lash ...horsewhip.. .one-horse chaise. ..single horse... cingler

Armchair .. . reclining. . .gouty. . . foot oil. . . f auteuil

Railway station... rail way guard... guard... gare

Smoke ...tobacco... smell... perfumer... fumer

Carpet ...fine design... tapestry... tapis

Head ...foot... root. ..potato... tete

Oar ...ship.. .ironclad... ram... rame

Tears ...hysterics... fainting fit... alarm... larmes

Canvas . . . roap. . . oakum. . . hard labour. . . toil. . . toile

Wave ...washing... unwashed... vagabond... vague

Bed ...bed of sea... sea-shore... lee-shore... lit

Pane ...pain... sore eyes... vitriol... vitre

Gun ...gunsmith... spark.. .fuse... fusil

Shovel ...shoved about... crowd... Pall Mall... pelle

Side-walk . . . walking fast. . . trotting along. . . trottoir

Dirty ...dirty business... bankruptcy... enforced sale.. .sale

Faithful . . . dog. . . blind fiddler. . . fiddle. . . fidele

Pity ...pitying... misery... misericorde

Misfortune ...missing train... mail hour... malheur

Happiness ...love... courting... bonnie hour... bonheur

Hang fire . . .fire engine. . . * * haste ' \ . . tear along to. . . f aire long feu

Star ...starling... bird... ostrich... head-dress... toilet... 6toile

Cake . . . cheesecake. . . cheese. . . mouse. . . cat. . . g&teau

Sword .. . soldier. . . sol dier's pay. . . Ipe" e

Book ...pages... leaves livre

Castle ...ruined... shattered... chateau

To speak . . . converse. . . dispute. . . parley. . . parler

Italian.

Basket ...horse-basket. ..pannier... paniera

" ...bag... collection bag... church... corbel...^ corbello

" ...bread basket.. ^Esop.. u frog and bull "..bellow. "

" ... "basket of flowers "..fruit.. prunes.. prunello.. "

" ...casket... ring... bull., .bellow... , "

Hour . . . late hour. . evening meeting. . applause. . hurrah. 6ra

Gold ...nugget... ore... 6ro

His ...his own... zone... bind... sew... su6

Thy . . . thy face. . . head. . . foot. . . toe. . . tu6

Uncle ... " Dutch uncle ". . . Holland... Zuyder Zee... Zio

Pins ...church... pew... Pio

Month ...May... mace... mese

Made . . . servant maid. . . cook. . .f at.. . fatto

Synonyms, as well as words having but a slight difference in sound,
like Insidious and Invidious, are easily discriminated by memorised Cor-
relations : INSIDIOUS.. .inside... hole. .. fox... TREACHERY.— INVIDI-
OUS. . . invade. . . warlike revenge. . . ILL-WILL.

(3.) To remember the Date of the Birth and Death of great men, cor-
relate the surname as the BEST KNOWN to the word expressing the

date of birth, and then correlate the birth wokd to the death
word: —

Kapoleon Bonaparte.

Banishment. . .embarkation . . .

Took ship. . .ship. . .masthead. . .Godhead. . .

Robert Burns.

Scotch Poet. . .map of Scotland. . .map of the world. . .

The globe. . .geography. . .schoolbook. . .page. . .

Oliver Goldsmith,

Poverty. . .plenty. . .

Took enough. . .bread enough. . .prodigal son. . .

Henry Cavendish.

Tobacco. . .bird's eye view. . .telescopic view. . .

Harbinger of war. . .decisive battles. . .

The Duke of Albany.

Delicate. . .pale. . .white. ..

Heat. ..cold... for...

Wolsey.

Butcher. . . steel. . . straight. . .

Wrecked ... gored ... horns .. .

Richelieu.

Abel... death of Abel...

Burial. . .urn burial. . .

Chatterton.

Forgery. . .crime. . black gallows. . .

Balloon. . .hollow. . .kettledrum. . .

Tltomas Carlyle.

" Sartor Resartus". . .sarcastic .ill-tempered., .ill.. .

Dinner pill. . . weak digestion . . .mastication . . .

Charles Darwin.

"Natural Selection ". . .the chosen one. . .

G reatest happiness ... "

Col. Burnaby.

Burning. . .martyr. . .first martyr. . .

Death ...mourning...

George Eliot.

Adam Bede ... add .. .

Money... £10...

Took ship.
born 17 6 9

Divinity,
died 18 21

The plobe.
born 1 75 U

Waiting page.
died 17 9 6

Took enough,
born 17 2 8

The younger,
died 1 77 4

The comet,
born 1 7 3 1

"The fights."
died 1 8 10

White flame.
born 1 85 8

To have fur.
died 1 8 8 4

Direct,
born 1 4 71

Dilemmas,
died 15 8

Doleful,
born 1 5 8 5

Dutch urn.
died 1 6 42

White galloon,
born 17 8 2

Tea cakes.
died 1 7 7

Took a pill.
born 17 9 5

Tough food.
died 18 8 1

Happy,
born 1809*

To have heaven,
iied 1 8 8 2

Die for any.
born 18 4 2

Day of evil.
died 1 8 8 5

Advance,
born 18 20

Two fives.
died 1 88

* It is sufficient to indicate the figure 9, as we know that it could not have been the
year 9 of the Christian Era, and, as it was somewhere about the beginning of this century,
the figure 9 makes an indefinite impression definite and exact.

100

Let the Pupil send me examples of his own selection worked out as
above.

To memorise other specific Events or Facts, Correlate the name of the
Place or Fact to the Date- word or other Fact, thus: —

Great Earthquake at Lisbon, 1755— 17 5 5

LISBON.. .Listen.. .Hush !... TALK LOWLY.

SORATA, the highest peak of the Andes, 21,286 feet high.

2 12 8 6
SORATA.. . sore. . . cured. .. salt fish. . .

The specific gravity of Iridium is 22.40
IRIDIUM... I ridicule. ..Ridiculous... All laugh..
HEIGHT OF ARARAT (17,260 feet)—

Noah's Ark... Ark of the covenant...

Philistines attack...
FOUNDATION OF ROME—

Seven hills — uphill...
FIRST PRINTING IN ENGLAND—

Book. . . pamphlet.. .
COUNCIL OF TRENT—

Trent. . . rent. . . rent roll. . .

America discovered in 1492 —
AMERICA. . . Merry . . . Sad. . . Sad irons. . . Handcuffs. . .

North American Review was established 1815 —
NORTH AMERICAN REVIEW... Criticism...

Cleverly done.

Mariner's Compass was invented, 1269 —
MARINER'S COMPASS... pocket compass...

Mesmerism discovered 1788 —
MESMERISM. . .mesmerising. . . imparting a fluid.. .

Prof. Loisette's Telephone Number is 2661
LOISETTE. . . Gazette. . . Gaze. . . Tete-a-t&e. . .

UNEATEN FISH.

2 2 4

NONE SERIOUS.*

17 2 6

ATTACK NO JEWS.

753

CLIMB.

1 471

TRACT.

15 4 5

DAILY ROLL.

1 49 2

TURPIN.

1 815

DEFTLY.

12 6 9

TINY SHAPE.

17 8 8

TO GIVE OFF.

26 6 1

ENJOY A CHAT.

(2.)— SERIAL FACTS.

These are facts that must be united in the memory in the exact order
in which they occur. In learning the Dates of the Accession of the
Kings of England, it would not answer to place William the Conqueror
after Queen Elizabeth, nor Queen Elizabeth before the Conqueror. The
Dates of the winnings in the Oxford and Cambridge University Boat
Race, as given in the next Lesson, is an instance of Serial Facts. All
prose and poetry is also an illustration where you wish to retain, not
merely the ideas, but the exact expression. Each word must be re-
membered in the precise order in which it is set down. I only add
that the first of a set of Serial Facts is always treated as an ISOLATED
FACT, and connected with something thkough which the Pupil most
necessarily think in order to reach that fact — as " President " is united
to " Washington."

A Homophone (In. by S. , with the entire name or with only a part
of it) of single names can be used for a Correlating word instead of the
name itself. Thus, Wolf may be used for Ethelwolf , Stand for Athel-

* See Supplement to First Lesson concerning the expression of decimals.

101

stan, Swain for Sweyn, Berth for Ethelbert, &c, &o. But, where there
is more than one King of the same name, we may use a Double Inclu-
sion — that is, the jy first one or more letters of the King's name or
place, or the first one or more letters of any syllable of his name is
used, and then the final consonant is a t or a d, or n, &c. , to show that
it is the first of that name (as Herald for Harold I. ) or the second of that
name (as Heron for Harold II.), &c, &c. ; or as, WdrJD for Edward L,
WarN for Edward II. , and WarM for Edward III. Here we deal with
the last syllable of Edward instead of the first letter EL This discrimi-
nates the three Edwards before the Conqueror from the six Edwards
who come after : for all of the latter are represented by E as the first
letter of Edward and the last consonant tells which Edward it is ; as,
EdiTiov Edward I., EdeN for Edward IL, EmporiuM for Edward III.,
EaB for Edward IV., EeL for Edward V., and EtCH for Edward VI.
The authority for the following dates is " Haydn's Dictionary of Dates."
If the Pupil finds that his history gives different dates, he can readily
adopt other Date-words and Correlations on the model of those below.
If any Pupil wishes to learn science, geography, or speaking without
notes, or anything else, let him memorise the following series of Kings
with their dates, as hereafter given. No Pupil must learn a correlation
he does not understand. He must alter it, or make another. And if
he has a poor memory he must not expect to strengthen it, unless in
every case he makes his own correlation and properly learns it.

The wise Judge [1066]

wisdom

Wit [William I.]

witless

sharper

Deceiving [1087]

"A mocker"

Wine [William EL]

unsteady walk

tiny feet

" Tootrin" [11W\

lowest extremity

highest extremity

Head [Henry I.]

head of table

meal

Hot oatmeal [1185]

porridge-bowl

round

pointed

Steeple [Stephen]

church

ecclesiastic

scholastic

Tutelar [1154]

mother

brood

Hen [Henry II.]

henceforward

looking forward

The day of hope [1189]

despair

despond

pond

Reed [Richard L]

" Bruised reed"

weakling

dying child

Dead baby [1199]

coffin

flowers

Jonquil [John]

goose-quill

roast goose

dish-cover

Tin dish [1216]

tinsmith

locksmith

hemlock

Hem [Henry III.]

hemorrhage

bloody deed

Duncan's murder

Duncan [1272]

Play of Macbeth

new edition

Edit [Edward L]

writing desk

102

desk covering

Damask [1307]

rose

garden

Eden [Edward II.]

serpeut

devilish

Demoniac [1827]

furious

martingale

mart

Emporium [Edward in. ]

Emperor

autocrat

democrat

Demagogue [1377]

levelling

Ruin [Richard II.]

ruined health

drunkenness

To i?nbibe [1899]

liquid

hair-dye

Hair [Henry IV.]

curling-tongs

heat

dried

Diy theme (1413)

threadbare topics

May Meetings

Exeter Hall

Hall [Henry V.]

hauled out

drawn in [1422]

drawing

portrait

silent mouth

Hush [Henry VI]

hush it up

crime

Tragedy [1461]

theatre

listeners

Ear [Edward IV.]

ear-trumpet

trumpet of fame

True Fame [1483]

false

slippery

Eel [Edward V.]

mud

soft ground

terra firma

Teraphim [1483]

household gods

house

Room [Richard III.]

rheumy

watery eyes

Tearful [1485]

crying tears

hue and cry

hack and hew

Hack [Henry VTL]

hacking cough

impediment

To lisp [1509]

to hum

Hive [Henry VIII.]

beeswax

waxed thread

Tailoring [1547]

sewing needle

etching needle

Etch [Edward VI.]

sketch

landscape

TaU elm [1553]

Windsor Forest

Merry Wives of Windsor

Merry [Mary]

single blessedness

Dual life [1558]

exciting life

betting man

Betsy [Elizabeth]

Betso

Venetian coin

Venetian court

Doge's home [1603]

street of water

Blackpool

Jet [James L]

black-board

slate

addition sum

Additional [1625]

add on

cut off

Cut [Charles I.]

shave

razor

Too sharp [1649]

sharp practice

too common

103

Commonwealth

Tocsin [1702]

rich soil

alarm

Dutch loam [1658]

frantic

Holland

Antic [Anne]

dykes

antiseptic

protection

medicine

Protector [Oliver Cromwell]

Doctor [1714]

thick shell

disease

Wide shelf [1658]

Gout [George IL]

wide-spread

gouty toe

bridal breakfast

swollen

Rich crumbs [Richard Cromwell]

Thickening [1727]

indigestion

projecting

Eat jalap [1659]

projectile

Lapland

Gun [George I.]

reindeer

fowling-piece v

reign
Interregnum

pointers

Dog shorn [1760]

interview

poultry shows

two persons

wild birds

Two judges [1660]

Game [George III.]

cattle show

gaming house

dairy

trickster

Can [Charles II.]

seared conscience

milk

Toughness [1820]

skimming dish

tarred ropes

Dishevel [1685]

rigging

tipsy woman

Gear [George-IV.]

gin

royal finery

juniper '

imperial purple

June [James II.]

famous dye

Juno

Die famous [1830]

Goddess

glory

House of God

battle

The chief Abbey [1689]

War [William IV.]

Poet's Corner

camp

Poet's fancy

picnic

Whim [William IIL and Mary]

Day of maying [1837]

freak

merry-making

spree

rejoicing

intoxicated

Victory [Queen Victoria]

The foregoing (as well as similar exercises in other Lessons) is given
as a Memory-training task, and a specimen of dealing with Names and
Dates when they alone have to be learnt, and not as a model of the best
way of dealing with Dates generally. They ought to be learnt in their
places as you meet them in the study of History.

INTERROGATIVE ANALYSIS.

The supreme importance of thorough practice in this Method compels
me to re -introduce it in this lesson ; but let the Pupil understand that
he is required to use an exhaustive Interrogative Analysis only whilst

104

learning and becoming an expert in the use of the Method, not after-
wards. For the benefit of the linguistic Student, I append examples
worked out in different languages, but I deal with them in English also.

Video meliora proboque, deteriora sequor ! — Ovid. (I see and approve
the better things I follow the worse.)

Quis videt probatque meliora? — "Video meliora proboque, deteriora
sequor." Quid video? — " Video meliora proboque, deteriora sequor."
Quid sentio de melioribus ? — "Video meliora proboque, deteriora se-
quor." — Quid confiteor in probatione mea ? — " Video meliora -pToboquc,
deteriora sequor." Si video meliora -proboque^ sequome ea ? — " Video
meliora proboque, deteriora sequor." Quid facio cum deterioribus ?—
"Video meliora proboque, deteriora sequor."

The Same in English.
I see and approve the better things, I follow the worse. Who sees and
approves the better things ? — "2 see and approve the better things."
What is my action towards the better things ? — "I see and approve the
better things." What is the character of the things which I see and ap-
prove ? — " I see and approve the better things." What is it that is better
which I see and approve ? — "I see and approve the better things.* 1 Are
better things whioh I see and approve distinct from all others ? — " I see
and approve the better things. " If I see and approve the better things,
do I follow them ? — " I see and approve the better things, 2 follow the
worse." Who follows the worse ? — " /follow the worse." What do I do
in regard to the worse ? — " I follow the worse." What do I follow?—
" I follow the worse." Do I follow the worse things as a class or only a
few of them ? — " I follow the worse." Is my conduct consistent ? — "I
see and approve the better things, I follow the worse."

Dieu est un cercle dont le centre est partout, la circonference nulle
part. — Pascal. {God is a circle the centre of which is everywhere^ the cir-
cumference nowhere.)

Qu'affirmons-nous touchant Dieu dans cette phrase ? — " Dieu est un
cercle dont le centre est partout 9 la circonference mdle part." Quel rapport
eHablissons-nous entre Dieu et le cercle ? — "Dieu est un cercle dont le
centre est partout, la circonference nulle part." Faisons-nous mention
de plusieurs cercles ? — " Dieu est un cercle dont le centre est partout, la
circonference nulle part." Quelle partie de ce cercle se trouve partout ?
— "Dieu est un cercle dont le centre est partout, la circonference nulle
part." Ou faut-il chercher le centre de ce cercle ? — " Dieu est un cercle
dont le centre est partout^ la circonferenoe nulle part." Quelle partie
de ce cercle est qualified par l'expression "nulle part" ? — "Dieu est un
cercle dont le centre est partout, la circonference nulle part." Ou se
trouve cette circonference ? — " Dieu est un cercle dont le centre est par-
tout, la circonference nullepart"

The Same in English.
What being is mentioned here ? — " God is a circle. " What is affirmed
of God? — "God is a circle." Is the attribute "circle" affirmed of
" God ? "—"God is a circle." What kind of circle is God ?— " God is
a circle, the centre of which is everywhere and circumference n&where"
What is everywhere ? — "The centre of which is everywhere." Centre
of what is everywhere ? — "The centre of which (circle) is everywhere."

105

Where is the centre of this circle? — "The centre of which is every-
where." What is the relation between the centre and everywhere ? —
"The centre of which is everywhere." Is there anything else said
about this circle ? — " The centre of which is everywhere and the civ
cumference nowhere." What is nowhere? — "And the circumference
nowhere." Where is the circumference ? — " God is a circle, the centre
of which is everywhere and circumference nowhere"

Mit des Geschickes Machten ist kein ewiger Bnnd zn flechten. —
Schiller. {There is no entering into an enduring compact with the powers
of fate.)

Mit wem ist kein ewiger Bund zu flechten ? — Mit des "Geschickes"
Machten ist kein ewiger Bund zu flechten. Mit welchen Machten ist
kein ewiger Bund zu flechten? — Mit des Geschickes "Machten" ist
kein ewiger Bund zu flechten ? Ist ein ewiger Bund zu flechten ? — Mit
des Geschickes Machten ist "kein" ewiger Bund zu flechten. Ist kein
zeitlicher Bund zu flechten ? — Mit des Geschickes Machten ist kein
"ewiger" Bund zu flechten.

Ist keine Freundschaft zu flechten ? — Mit des Geschickes Machten ist
kein " B u n d " zu flechten. Ist kein ewiger Bund zu schliessen ? — Mit
des Geschickes Machten ist kein Bund zu "flechten."

The Same in English.
Is there an entering into an enduring compact with the powers of
fate ? — " There is no entering into an enduring compact with the powers
of fate." What action is impossible with regard to the powers of fate ?
— " There is no entering into an enduring compact with the powers of
fate." Into what is there no entering ? — " There is no entering into an
enduring compact with the powers of fate." What is the nature of the
compact into which there is no entering ? — " There is no entering into
an enduring compact with the powers of fate." With what is there no
entering into an enduring compact ? — " There is no entering into an en-
during compact with the powers of fate. " With what powers is there no
entering into an enduring compact ? — "There is no entering into an en-
during compact with the powers of fate."

*Aw6Borc oZv to Kalcrapos Kalcrapi* ko\ ra rov &eov t<£ ©«<£. — Matt. C
XXII., v. 21.

Render therefore unto Caesar the things which be Caesar's, and unto
God the things which be God's.

'Tirdpx 61 4yro\)i iv ratirri ry yvdapy ; — 'Air 6 8 or € odv rd Kalcrapos Kot-
o-apt.

*Eyevfi0ri atfry V 4vro\^ &s OKo\ovBla t&v tcporipwv Koyofi4twv y v oS>v. —
*Air<ftoT€ o3v ra Kalcrapos Kalaapi.

Uoia irpdyfiara ovayKaiov ivriv airo8i86vai ; — 'AiroSorc oi>v ra Kalcrapos
Kalffapi.

Tlvos *lo\ ra airoBorea; — 'AmfSore dbv to Kalcrapos.

Tivi.avayiccuov itrr\v awotiitdvai; — 'Aird&ore oiv ra Kalcapos Kalffapu

"AWny ivroh^v ix°^ v y ^ °$ »' — Kal to rov 0eoO r$ 0eq*.

Tlciia irpdy/iara avayicaiov iffrly a*ohi&6vai ; — Ta rod 0€o5.

Tlvos elal ra aicoBoria; — Ta rov ©eoO.

T/w avaynaiov tcrr\v avoSiMvat ; — Ta rod OeoS ry 0€y.

106

The Same in English.
Is there a command expressed ? — "Render therefore unto Caesar the
things which be Caesar's/' Is this command given as a consequence of
some previous statement? — " Render therefore unto Caesar the things
which be CaBsar's." Unto whom must these things be rendered? —
44 Render therefore unto GoBsar the things which be Caesar's." What
must be rendered unto Caesar? — " Render therefore unto Caesar the
things which be Caesar's." Must any particular things be rendered unto
Caesar ? — u Render therefore unto Caesar Hie things which be Caesar's."
Whose things are to be rendered unto Caesar ? — *' Render therefore unto
Caesar the things which be Ccesar's." What relation is there between
Caesar and the things ? — " Render therefore unto Csesar the things which
be Caesar's." Is there any other command given ? — "Andjmto God the
things which be God's." Unto whom must God's things be given ?—
u Render therefore unto Caesar the things which be Caesar's, and unto
God the things which be God's." What must be rendered unto God ?—
" Render therefore unto Caesar the things which be Caesar's, and unto
God the things which be God's." Whose are the things to be rendered
unto God ? — " Render therefore unto Caesar the things which be Caesar's,
and unto God the things which be God's."

It is scarcely needful to suggest to the intelligent Student that Inter-
rogative Analysis readily applies to all possible problems of memory.
Suppose you wish to fix the date of the birth of the* poet Longfellow,
who was born in 1807 and died in 1882. What was the probable char-
acteristic of the person to whom this name was first applied ? He was
of a tall physical structure. What name expresses the whole of the
physical structure ? The physique. Who must have an elastic physique ?

1 8 7
A Clown. When the Clown is in the ring what do you expect ?
To have fun.

18 8 2

Suppose you wish to remember the Latin for the word " Abyss."
What is an abyss ? An abyss is a very large pit. What is the biggest pit
you have seen in England ? It was a quarry. How were the men carry-
ing about the stones in a quarry ? In barrows. With what Latin word
does " barrow " form an In. by S. ? It sounds like the beginning of the
word barathrum. The Latin word "barathrum" [Gh. &Apa0pov] means
" abyss."

iSpA brief discussion may bring out into bolder contrast the UNIQUE-
NESS of my Method. Reventlow's pupil, an Anglicised German, 1 " who
had received the sobriquet of " Doctor,'"' taught orally, f for some years,
his master's system in England. The Doctor quoted with approbation
the statements of his critics, that he substituted " Reasoning for mem-
ory " ! ! From more than 300 examples of his method, now in my posses-
sion and vouched for by his pupils as having been taken down by them
in writing from the Doctor's dictation, I select one conspicuous case.

In regard to memorising the statement that ' ' the Posterior Nerve of
the Spinal Column is Sensory, and the Anterior Nerve is Motor," the
Doctor remarked, " You observe that Posterior and Sensory go together,

[* Dr. Pick.] t See note on next page.

107

and that Anterior and Motor go together. The initial letters of Posterior
and Sensory are P and S, and the initial letters of Anterior and Motor
are A and M. By considering that A and M are in the upper part of the
Alphabet and P and S are in the lower part of it, you will be sure to re-
member that Anterior is associated with Motor and Posterior with Sen-
sory." I admit that the first time one hears this method applied the
novelty of the principle of it might make an impression ; but, after that,
the method would fail from its own demerits ; because the steps of an
argument are most difficult to be retained in the Natural Memory, and
therefore such a method cannot possibly act as a Mean* for Aiding the
Memory. It is obvious that, unless you first distinctly remember that
Anterior is connected with Motor and Posterior with Sensory, there is
nothing whatever in this case to suggest that the initial letters of those
words are to be thought of together. The fact is, these ingenious con-
ceits, special-pleading refinements, and metaphysical subtleties deal only
with the accidents of a subject and not at all with its essentials, and they
always require that you should retain by your unassisted Natural Mem-
ory the VERY THINGS they profess to help you to remember. So true
is this, that if your Natural Memory be not marvellously retentive, your
recall of the steps of the comparative method is more likely to be
wrong than right. In this very case, a Pupil, although he possessed a
good Memory and although he repeated the Doctor's reasoning many
times to his friends shortly after he learned it, found that after six
months he remembered it as follows — "A and S go together because
they are far apart in the Alphabet, and hence the Anterior Nerve is
Sensory! ! And as P and M are near together in the Alphabet, therefore
the Posterior Nerve is Motor" ! ! Having received no genuine aid to
cement together " Posterior and Sensory," and "Anterior and Motor " —
which were the things to be united in memory — he was left to his own re-
sources about the initial letters P and S and A and M, and it must be
conceded that his original argument, in regard to them, was quite as
plausible and natural as that of the learned Comparer. * This method

* Note. — He did publish a half-crown (afterwards a shilling) pamphlet, on Memory,
with a view to excite cariosity without gratifying it, and thus compel his readers to resort
to his personal instruction, but the little book led only to disappointment. It contained
only one principle which he ever used in his actual teaching— the plan of re-arranging
lists of Irregular Verbs in Foreign languages. [To remember tho figures 51842, it would
be carter, if the precise order of the figures teas not important, to arrange them thus :
12345 1 1] The relations between nought and the nine digits are mathematically exact,
but between words they are infinitely various and the plan required that he should first
know the meaning of the words ; and then the labour and difficulty of the re-arrangement
in Groups, Families and Classes were so great, that no one ever used the device in prac-
tice, or even learned his revised lists. All the rest of the book was made up of u pad-
ding," 1 as it has been called. A chapter on the History of Mnemonics— another on the
Memory of Animals— another on the Seat of Memory from the ancient and mediaeval
point of view — another on Aristotle's speculations about association, and some crude ideas
of bis own, some foreign notions which he considered were "arbitrary," but which he
nevertheless thought were " ingenious." The highest form of this " ingenuity " was ex-
hibited in his oral teaching, in the four crucial examples in the text The fact is, that he
never developed or worked out his System, because of its impracticability and difficulty,
and hence he appealed to his Pupils to send him any suggestions for the application and
extension of his own System. Notwithstanding there was no restriction imposed upon
the learners of this System, it has never been taught by anyone else or used anywhere
for years by anyone. While the Doctor was teaching his System, the followers of the
Mental Daubs of Feinaigle and Beniowski, &c., railed against him bitterly; but having
learned since that he really was a disciple of Beniowski, Aime Paris and Beventlow, and
that he is no longer in the field against them, and has left no disciples, they are now en-
deavoring to atone for their past abuBe by canonising him as a Mnemonics! Saint. [I

108

supplies what Medical Students call "Tips," which are usually remem-
bered without recalling what they refer to ! ! Whereas my System offers
genuine scientific " Tips," if the phrase be allowed, applicable to all sub-
jects whatsoever, and which are easily remembered.

When words are expressly arranged with no other purpose in view ex-
cept to help retain certain letters, as in the case of the " 6 shy Jewesses
chose George " before the Pupil had learned Synthesis, it would be im-
possible to go wrong ; but in attempting to transform such special de-
vices into a working principle in the real business of life, where words,
ideas and facts cannot be adapted to our needs, but where our methods
must be adapted to them, nothing can be more misleading or disap-
pointing than a resort to these hair-splitting and superficial " com-
parisons," which not one in a thousand can make and none remember
unless he is subtUity-mad. If a sensible man could really make much
use of this method, he would cultivate such a technical microscopic
habit of observation that he would soon see the spots on the sun, but
not the sun. How do I manage this case ? By dealing directly and
solely with the facts and ideas to be united in the memory, by correlating
Posterior to Sensory, thus:— POSTERIOR... Post-mortem... Insensible...
SENSORY. Similarly, I connect Anterior to Motor, thus:— ANTER-
IOR. .. Ant. . .disturbed ant-hill /. . .commotion I. ..MOTOR. By uniting the
two unconnected " Extremes " together by means of a developed Analysis
memorised, I AID the natural memory in the highest possible degree.

EXTRACT FROM QUAIN'S ANATOMY.

" The branches of the External Carotid Artery are eight in number,
viz. — three directed forwards, the superior thyroid, the lingual, and
the facial ; two directed backwards, the occipital and the posterior au-
ricular; and three extending upwards, the ascending pharyngeal
branch, together with the temporal and internal maxillary, -the two ter-
minal branches into which the artery divides. ''

Neither the mnemonics of Ingenuity nor the mnemonics of the Im-
agination can afford any assistance in memorising the facts in the fore-
going passage, but they are easily learned by means of Correlations (to
be memorised) as follows : —

Carotid. . . rotten. . . ruinous. . . ivy (eight branches). . .

growth. . . advance. . . go forwards. . .
Forwards. . . lead forwards. .. conduct. . . ductless. . . Thyroid

have given these details because the book, long since out of print, was the only one that
ever appeared in English from a disciple of Reventlow.] Although I have had thousands
of Pupils who were experts in the Methods of Feinaigle, of Aime Paris, of Reventlow and
of this his Anglo-German disciple, yet I never had one such Pupil nor anyone else who
ever suspected from my Recollective Analysis [until I inserted the Presidential and Hep-
tarchy Series], or from their mastery of those Systems, what my method of Recollective
Synthesis is — a Method which, when Analysis has been mastered as directed, becomes the
easiest, quickest, and most effective means for the permanent acquisition of all kinds of
knowledge. Nor is this all ; none of them ever succeeded in getting rid of Mnemonical
Keys, as I have done in all cases whatsoever ; nor did any of them ever anticipate my
Devices for dealing with difficult examples ; nor did they know how to simplify and mini-
mise the Problem of Memory in all cases : nor did anyone of them ever suspect it was
possible to develop and strengthen, as I have done, the Natural Memory in both its
Stages, and the Concentration in both its Functions.

109

spheroid ... whole earth ... many Ian*
guages... Lingual

tongue . . . month. . . face. . . front. .. back. . .
B ackwabds. . . back of head. . . occiput. . . Occipital

occult. . . secret. . . confession. . . Aubiculab

aureous ... golden ... high-priced ... high
up...
Upwabds... ascending... Ascending Pharyngeal

pharos. . .lighthouse. . . intermittent light
. . . temporary. . . Temporal

* ' be temperate "... maxim. . . Maxillary

To memorise the attachments of muscles, the student must first of all
familiarise himself by diligent dissection with the aspects of the mus-
cles and the actual facts of their attachments. It is possible to mem-
orise their origins and insertions by my System, merely from their
written descriptions ; but this is not learning. It is a vicious system of
cramming, which can do no possible good. Once the student has
thoroughly familiarised himself with the actual facts, he can proceed
to fix these facts in his memory with definiteness and precision by my
System. In dealing with facts of such complexity as the origin and in-
sertion of muscles, it is necessary to have free recourse to the assistance
of homophones, &c. In the whole of anatomy there is no task so diffi-
cult as that of learning the. precise attachments of the muscles of the
back. Only a small proportion of students ever master these attach-
ments thoroughly, and those who do learn them are unable to retain
them for more than a very few days together. By the use of my Sys-
tem it becomes easy for any student to learn the whole of the attach-
ments, as well as all the other facts of Anatomy, or *of any other study ;
and, once thoroughly learnt, they will never be forgotten. Let it be
thoroughly understood that my System is no substitute for dissection
and experiment. You can get a comprehension of anatomical facts
only by actual experience, and to attempt to acquire an understanding
of them from books is to substitute a knowledge of words for a know-
ledge of things.

[CAUTION. — Let not the medical student, nor any other of my pu-
pils, disregard the rest of this and my other Lessons because in any par-
ticular illustration I give he sees how he can apply my System with
great advantage to his studies. Let him rather master most thoroughly
each exercise, whether it pertains to his studies or not, and then, when
he has finished all the Lessons, he can apply my System to his studies or
specialty with the skill of an EXPERT, and acquire permanently as
much knowledge in a week by its aid as he could in a month or in
many months without it.]

The following examples will indicate one way in which the student
may proceed in order to memorise the attachments of the muscles of
the back : —

(1.) First make a homophone of the name of the muscle.

(2.) Indicate each attachment of the muscle by two words. The
initial letter of the first word should indicate the part of bone to
which the muscle is attached — e.g. , Sp = spinous process, T =
transverse process, R = rib, &c. The second word should indicate

110

by its consonants the numbers of the bones to which the attachment
is made.

(3. ) Correlate the homophone of the muscle to the first pair of
words, and the first pair to the second pair.

Example.

" The Splenius Colli is attached inferiorly to the spinous processes
of the third, fourth, fifth, and sixth dorsal vertebrae, and superiorly to
the transverse processes of the first two or three cervical vertebrae."
spleniuS COLLi (homophone) SCOLD.
SCOLD . . . cold . . marble . . . image . . . SPLENDID IMAGE . .
statue... statuette... chimney ornament... clock.. .'TIS TIME.

In the first pair of words the initial of Splendid shows that the attach-
ment is to the Spinous processes, and the word Image indicates that the
vertebra? implicated are the third to the sixth. The second pair show
that the transverse processes from the first to the third are those into
which the muscle is inserted.

" The Splenius Capitis arises from the spines of the seventh cervi-
cal and two upper dorsal vertebras and from the ligamentum nuchae. It
is inserted iuto the lower and back part of the mastoid process, and into
the outer part of the superior curved line of the occipital bone."

spleniuS CAPitis (homophone) ESCAPE.
ESCAPE. . . flight. ..projectile. . .trajectory. . . conic section. . .

SPLIT CONE.
split. . . spliced. . . tied. . . ligatured. . . LIGAMENTUM NUCHjE.

new keel. . . ship. . . mast. . . MASTOID.

masticate. . . eat. . . drink. . . sip. .. OCCIPITAL.

Remark. — The impatient, impulsive and wholly unreflecting pupil
sometimes says, " Easy as learning by your System is, it does take time to
learn by it ! ! " Yes, he is quite right. It takes some time ; but, the
true mode of judging my System is, to compare the time required by
the unassisted Natural Memory to learn the exercises of this and the
other lesson papers with the time taken to learn them by the aid of my
System ! ! Without its aid, the unassisted Natural Memory would re-
quire a very, very long time to learn them [the great majority of unas-
sisted Natural Memories could never learn them], and a dreadfully tedi-
ous wearying work it would be ! ! With my System's aid, they can all
be easily and pleasantly learned in one hundredth part of that time !
This is the honest way to look at it.

But, this restive, uneasy, work-dreading and unstudious critic com-
pares the time required by my System's aid to master the most difficult
memory tasks, not with the time demanded by the unaided Natural
Memory to learn them, but with time absolutely wasted and entirely thrown
away ! ! His unconscious comparison is between not learning them and
learning them exactly and permanently ! ! ! It is this shiftless pupil
who never learns anything at all, or never learns anything thoroughly,
who alone complains at my System saving "ninety-nine one hundredth*
of the time that the unassisted Memory would be occupied in making
the same acquisition with equal thoroughness ! ! Yet these frivolous
people, if they really do apply themselves to the study of my System,
often win great success and become Memory- Athletes.

Ill

PRIME MINISTERS OF QUEEN VICTORIA.

With the dates of their Administrations.

Lord Melbourne (who was also Prime Minister in the concluding part
of the preceding reign), Sir Robert Peel, and Lord Aberdeen each
formed a single administration. The other statesmen having been at
the head of more than one Government, are dealt with by means of
Double Inclusions. Thus, Lord John Russell's first administration is
indicated by the word Rust, and his second by Run. Lord Derby's ad-
ministrations are distinguished from Mr. Disraeli's by the vowel em-
ployed in the Double Inclusion — De for Derby and Di for Disraeli, the
three governments of the former being indicated by the words Debt,
Den and Deem respectively, while the two of Mr. Disraeli are signified
by Ditty and Din. The Double Inclusions for Lord Palmerston are Pat
and Pain, while those of Mr. Gladstone's governments are Glad and
Glean and Gleam, and the Marquis of Salisbury's Salt and Sawn.

Victobia... first toast... foaming tankard... fo&ming (1837)... southern
sea . . . southern seaport. . . Melbourne. . . borne. . . carried. . .horseback . . . ride
(1841)... ride at anchor... ship. ..bark... Peel... peel rushes... rush (1846)...
bullrush...bull ring... iron... Rust... rusty coat. ..poor relation... Joan (1852)
. . . mortgage. .. Debt . .ledger. . . ledger line. . . line (1852). . . verse. .. chapter. . .
dean . . . Aberdeen. . . Scotch. . . leal (1855). . . disloyal.. . Fenian. . . Pat. . . patriot
...love of country... loxe (1858)...'* cupboard love". ..cub... lion... Den...
dent... tooth... Zip (1859)... bitten lip. ..Pain... sharp pain... sharp taste...
chili. . chill (1865). . . sweat. . . Rim. . . runagate. . .Billingsgate. . .Billings. .Josh
(1866) . . . Joshua. . . Jericho walls. . . demolish. . . Deem. . . think. . . act. . . ac/iiere
(1868 ). . . success. . . song of triumph. . . Ditty.. . funny song. . . making fun. . .
chs.if (1868). . . banter. . . mirth. . . Glad. . . glee. . . choir (1874) . . . voices. ..noise
... Din.. .cannonade... fortification. ..fosse (1880)... ditch... field... Glean...
wheat. . . full-eared. . .full (1885). . .full moon. . . Spring tide.. . salt sea. . .Salt
. . . Lot's wife. . . ' * pillar of salt ". . . effigy (1886). . . polished marble . . . shining
...gleam... darkness... darkening water... cuttle... fish (1886)... sawfish...
Sawn.

Let the Pupil memorise the foregoing so that he can recite the Series
correctly and with the greatest speed.

MNEMONICAL KEYS.— What folly to use an artificial Series of 100 words, which are
committed to memory only after a study that would suffice to master my entire SyBtem —
and then try to tie up to these words the Kings of England, American Presidents, &c. &c,
by means of mental daubs or childish stories I ! On the other hand, my Pupils find that
wherever there are IDEAS, or words as their representatives, to be cemented together,
they can unite them indissolubly in their memories by means of " true links of thought "
or memorized correlations. A gentleman who, when a boy, used to commit to memory
before the public 25 or 60 lines of prose or poetry, recently told me that he never knew nor
cared to know what the prose or poetry meant I ! He invented a silly story to tie the first
line to the first Key-word, the second line to the second Key-word, &c., &c, and all he
had to do in reciting, was to think of his Key ! 1 and recall what he had tied to each word
of it. The next day he could not recall even one line of it ! He addt<l that the practice
of inventing these false mnemonical stories had cultivated his fancy to such a morbid de-
gree, that his mind now wanders uncontrollably, and as a consequence he now never re-
ceives a vivid first impression 1 1 and hence, he says, he has the worst memory in Eng-
land!

%W~ I am the only Teacher of Memory who has succeeded in getting rid of Mnemon-
ical Keys— not only in some cases but in all cases, and for this emancipation, as well as
for my other Original Methods and Discoveries, I am constantly in receipt of the most ac-
ceptable appreciation from my grateful clients.

112

NAMES AND USES OF THE NINE PAIRS OP CRANIAL NERVES.

CRANIAL NERVES.. .head... casque... hooP (9 pairs)... barrel of oil...
Oil factory... Olfactory (1st pair). ..manufactory.. .smoke.. .smell... scent-
bottle., glass... optical glass.. .Optic (2nd pair)... optician... eyeglass...
sight... eye- witness... ocular demonstration... Motores Oculorum: (3rd
pair)... ocular motions. ..move the eye many ways... tear in the eye...
Pathetic (4th pair)... moving... move the eye obliquely... obtuse angle...
triangle. . .Trigeminal (5th pair). . . gem. . . sparkling. . . eye. . . eyetooth. . .
jaw. . . talk. . . tongue. . . sensitive. . .feeling. . . good feeling. . . good taste. . . taste
. . .salt water. . . waves. . . motion. . .ocean. . . sailors. . absent from home. . Abdu-
cent (6th pair).. .sent out... see out., .moves the eye outwards... ordered to
face out wards... Auditory and facial (7th pair — hearing and expres-
sion)... face... mouth... ate... Eighth Pair... ate a pear... smooth skin...
glossy. . . Glossopharyngeal. . . congeal. . . unfixed. . . vague. . . Vagus (or pneu-
mo-gastric) . . . gusty. . . blown back. . . back bone. . . Spinal accessory. . . (sensory
and motor). . . spines. . .sharp criticism . . . hypercritical . . . Hypoglossal
(9th pair)... glossary... foreign tongue... Tongue Muscles.

HOW TO LEARN MORSE'S TELEGRAPHIC ALPHABET AND THE
ARMY FLAG SIGNALLING CODE IN ONE LESSON.

(1) In this Alphabet, Dots and Dashes are used to represent the letters
of the Alphabet. When the equivalents of each letter in Dots and
Dashes are learned, the Pupil only requires practice with the machine
to become an expert Telegraphic Operator.

In learning Morse's Alphabet, I use temporarily and provisionally the
word Short for Dot — and the word Long for Dash — and to represent
Short I use the letter S, and for Long I use the letter L. So, here-
after, L always means a Dash and S always means a Dot. The letter A

is represented by a Dot and a dash, thus . ; and in my way it is

represented by S, L. B is represented by a Dash and three Dots, thus
... or in my way by L S S S.

(2) Now, as in my Figure Alphabet neither h alone, w or y was ever
reckoned, so in this case h, w and y are never considered. But, whilst
not reckoning vowels at all, nor X, w or y t however combined, I do
count any two other consonants coming together as two separate con-
sonants, contrary to the rules of the Figure Alphabet. |^~ The only
consonants I consider or make use of, are L and S.

(3) The Pupil is now prepared to make a word that shall indicate
Dots and Dashes. What is the equivalent, in Dots and Dashes, of the
word Soil ? It means [see above] S Short [Dot], and L Long [Dash], or
the letter A. Now, to remember that A in the Morse Alphabet is re-
presented by a Dot and Dash, or by , , I must correlate the letter

A to the word Soil. Memorise the Correlation, thus: A. ..ale... hop
gardens... SoiL.

(4) To remember that B is represented by a Dash and three Dots, or

by # . . I must correlate the letter B to the word LaSSeS, thus :

B. . . bee. . . spelling bee. . . lads. . . LaSSeS. Let the Pupil not proceed to the
next letter till he has thoroughly memorised the Correlation of the one
he has reached — one at a time and perfectly, and he will soon be able to

118

instantly answer as to the equivalents in Dots and Dashes of each of the
letters of the alphabet. And then, and not till then, let him commence
his practice with the Telegraph machine. And if the Pupil has a poor
memory let him make his own Correlations, and learn them instead of
learning mine. JEP*" The most rapid and reliable Telegraphic Operator
I ever knew, told me that it took him three months to learn Morse s
Telegraphic Alphabet or Code given below, and yet he said that if he
had then known my System, he could have learned it perfectly in one
hour ! ! By my System, the least familiar and wholly unconnected
ideas can be welded together permanently by natural links.

A ale. . . hop gardens ... . . .SoiL .

B bee... spelling bee... lads... ...LaSSeS , . .

sea... damaged ship... fallen mast ...LayS LooSe . •

D dear... sweetheart... jilted... ...LoSS . .

I! ... ... ... ... ...eaSe

P effort... rope-dancer ... ...hiS SoLeS . . .

G gee.. .plough.. .furrow.. .old age

* . . life's winter. . . hoLLieS .

H aspirate... asphalte... road...

toll road... aSSeSS

1 eye... cold eye. ..serpent... ...hiSS . .

J jay. . . blue. . . paint. . . oilman . . . SeLL oiL .

K cayenne... hen... Gehenna... pit-hole... whoLeSaLe •

Ja ell... old yard... farmyard... jackass ...SLy aSS . . .

M eminent... high position... ...hiLL

N energetic... indolent... lawless ...LawS .

O oath... oath of allegiance... ...LoyaLLy

P pea-seed... sow thoroughly ...SLowlySow • •

Q acute... cunning... deep... well... awe... LL iS Low •

R arbitrary... autocrat... ruling alone ...SoLuS . .

8 Esquimau... snow... alps... ...SwiSS • • •

T teacup... cracked... leaky ...hoLe

U yew bow... bowman... attack ...aSSaiL . •

V venous blood... loss of blood...

faint sighs... SighS So aL way # . .

W double... duplicity. ..simplicity ...SiLLy .

X executed... homicidal perjury ...LieSSLay . .

Y wise... foolish... idiotic puller ...hauL a SheLL .

Z zeal... warmth.. .cold... hail

(or), said he... called her ...haiL aLaSSie . .

& join together. . . overcrowded hovels. . . aLL iLL

In Army Signalling by means of Flags, the above Code is used, as
described above [See Manual of Instruction in Army Signalling, 1884],
with a few points in addition. If the Pupil wishes to add any further
particulars, or should any changes be adopted at any time, he will know
how to deal with them — in fact, as in other cases, so in this, it is better
for him to make and memorise his own Correlations and send them to
me for criticism.
PulIj Stop (. ) ... point . . point out. . . see. . . eyes

...three eyes... 1 1 1, or

Erasure . . .blot out. . . dot out. . . dotted

line... line of dots

114

St*>p . . .leave off. .. don't tease. . . Ts

...line of T's...

General Answeb... correct answer. ..right...

"righttoaT"...T...

Repeat ...mock... imitate... I MI, or . .

Signaller's Indicator. . . indication. . . clear

... hazy. ..A's... two A's... . —

Ctpher Sign ...Ci-Ci...C C... . .

Break Signal . . . break. . . bend. . . lean. . .

foreshorten... four shorts... ,
Message Ends . . . end . . extremity. . . lower

extremity. . . toe. . . VEto. . . VE. . .
Obliterator . . . literary.. . letter. . . double

letter.. .WW... . ■

THE BRITISH TERRITORIAL REGIMENTS.

Many who know the regiments of the line well by their now abolished
numbers, cannot remember their new territorial names. They can
easily learn them by the aid of Correlations. Here are specimens: —

Old Number.

1st.

heaTh

5th.

howL

6th.

waGe

7th.

Key

8th.

waVe

9th.

Bee

10th.

TieS

11th.

weTteD

12th.

TwiNe

13th.

auTuMn

15th.

hoTeL

16th.

ThatCH

17th.

DuKe

18th.

TouGH

26th.

weNCH

90th.

BuSs

Memory Intermediates.
. . heather. . . Scotch. . .
...loud sound... thunder...
..wage war... Warwick...
. . whiskey. . . fusel oil. . .
..water... pool...
..behave... " before folk "...
..links...

..Exe stream. ..Devonshire...
. . cord. . . strangle . . . suffocate. . .
. .tumbler., .somersault...
..a lift... a crane... a stork...
. . cottage. . . cot. . . bed. . .
. .earl. ..Earl of Leicester.. .
. .hard., .rock. .. shamrock.. .
..black girl ... blackmail

...Scottish riflers...
..mail coach ... blackmail

...Scottish riflers...

Present Names.
Royal Scots.

Northumberland FusUiers.
Royal Warwickshire Reg.
Royal Fusiliers.
Liverpool Regiment.
Norfolk Regiment.
Lincolnshire Regiment.
Devonshire Regiment.
Suffolk Regiment.
Somerset Light Infantry.
East Yorkshire Regmt.
Bedfordshire Regiment.
Leicestershire Regiment
Royal Irish Regiment.

Scottish Rifles {1st baU.\

Scottish Rifles (2nd batt.).

The purpose of thin Exercise must be at once clear to any unprejudiced Englishman.
Suppose a Pupil is interested in the regiment which was known as " The 19th Foot," and
wants (now that the numbers are abolished) to remember its territorial name. He can
memorise this Correlation : — The 19th..." ToBy"... Laurence Sterne.. .Yorkshire rector...
Yorkshire Regiment. Probably, if he knows that Sterne was a Yorkshire rector, as soon
as he thinks of * k The 19th " and ** Yorkshire Regiment " together, Uncle Toby, the bright-
est character in nil Sterne's fiction, at once occurs to him as an aid in translating the
familiar " 19" and getting at the unfamiliar " Yorkshire Regiment."

I am told that a victim of Mnemonics, who sees in every list a Key ! has said that the
translations of the old numbers of the regiments from " Heath" to "Noose" (used to
translate old regimental numbers, and for no other purpose), are meant to forma *• Key
of 20 ** Pegs." Is the man ignorant that British regiments were known by number-
names, and are now known by territorial names : or has the ridiculous and false way in
which he once trained his imagination enabled it to distort in his mind the useful things
he sees as well aa the stupid things he taught himself to fancy ?

115

To make room for this note and to make it clear to the most thoughtless that it is as
isolated facts — the old number-name to the new territorial name in each case — that the
regiments are dealt with, we have left out some of the Correlations which were in former
editions.

From the foregoing exercises it will be seen that there are no facts,
however complicated, of Science, History, &c., &c., <&c, or in Daily
Life, which my System cannot cope with and render their mastery easy
— proving thus the greatest possible Labour-Saver and Time-Saver, and
therefore Money -Saver.

Let the Pupil endeavour to apply the principles involved in dealing
with the foregoing examples to OTHER and DIFFERENT cases and
send samples to me for criticism.

(j^° Let the Pupil regard my Correlations as Samples merely to show
him how Correlations are made, and let him make and memoriae his own
in all cases. [In every case I have used the less obvious Correlations,
leaving the most obvious for the Pupil.] Let the Pupil not fail to
memorise the Proper Names, Dates of Births and Deaths of Great Men,
and the Order and Dates of the Kings of England. But it would be
better still if he learned ALL the exercises, and if he takes little inter-
est in some of them, the better they are as a true MEMORY-TRAINER
and CONTINUITY-TRAINER.

Let the ambitious Student who wishes to obtain the unrivalled advan-
tages of my System as a Method of Study, as well as its power as a
Device for memorising and as a Memory-TRAINER, write out and send
me an exhaustive set of questions on this lesson with the replies to them.
Let no important point be omitted. The Pupil will, if he carries out this
suggestion in regard to this and the remaining lessons, derive great sub-
sidiary advantages, the full benefit of which will be obvious in the Last
Lesson.

Rest prom Work. — Pupils who are preparing for examination or are
overworked in business, sometimes excuse their not sending exercises
by saying they need all their leisure time for rest. True rest is not
•gained in idleness, but in change of mental occupation. If a student
works eight hours per day at his regular studies, and rests at the end of
every two hours, by spending half-an-hour over my System, he will find
every time he returns to his regular task that he oomes to it refreshed ;
and he carries it on with greater zest and alacrity in consequence of his
devotion to my System during the intermediate half-hours. Let any
pupil make the experiment and he will soon discover that he nearly
doubles his usual acquisition every day ! ! ! Thus doing the exercises
in my lessons prepares my pupils to return to their other work with re-
invigorated minds— besides giving them a new Memory and Continuity,
which will lessen the labour over their future tasks and enable them to
revive more readily than formerly, even what they learned before study-
ing my System.

flS£~ NOTICE. — That Pupil who has had no mental training — who
cannot think at all exoept in a long familiar routine— said whose unfort-
unate mind-wandering prevents his application to any problem for
more than half-a-minute ! ! can yet correlate together any pair of
"Extremes," provided he really and truly uses the Method set forth
in the first two pages of this Lesson. If he should ever fail to corre-
late unconnected words together in any case, he may be assured that
it is because he has neglected to apply and make use of this Infallible
Method.

WHAT MENTAL TRAINING MEANS.

Perhaps the most valuable result of all education is the ability to
make yourself DO the thing you have to do when it ought to be done,
whether you like it or not ; it is the first lesson that ought to be
learned ; and, however early a man's training begins, it is probably the
last lesson that he learns thoroughly. — On Technical Education, by
Thomas Henby Huxley, LL.D., F.R.S.

PART IV.

PREDICATING CORRELATION.

$W What do I mean by Predicating Correlation ? I mean the prac-
tice of finding numerous predicates of a word, predicates that are re-
lated to it through In., Ex. or Con. Suppose you desire to correlate
the word <l Weaver " to the word " Kin," and suppose you cannot find
intermediates as quickly as you wish to, you can turn this difficulty
into a means of learning how to make Correlations, in all cases what-
soever, by proceeding scientifically and exhaustively in such cases to find
as many predicates as you can' that are related to each of these " ex*
tremes " through In., Ex. and Con., and only indirectly to each other;
placing over the word that sustains the relation of In. to the " ex-
treme " the figure 1, the figure 2 for Ex., and 3 for Concurrence,
thus : —

8 3 3 3 3

u The Sisters three," Linen, Cloth, Thread, Wool, Child's Loom,

8 S3 3 8311

Shuttleoock, Cloth, Spitalfields, Yarns, Spindle, Woof, Spider, Fate,

8 8 8 8 3

Web, Captain Webb, Coventry, Wool, Steam-power Loom.

Proceed in the same way with the next extreme, " Kin," thus : —
1 11 111

"The Sisters three," Napkin, Doeskin, Connection, Kink, Lambkin,

l lllll

Kindergarten, Kintal, Kinship, Pumpkin, Relation, Manikin, Family
l 11 1 ill

Affection, Household Relation. Consanguinity, Cousin, Affinity, " One

l l

touch, &o.,'' Blood Relations, Kindler.

117

After an exhaustive enumeration of all you know of each extreme
it would be easy to make Correlations, thus :—

Weaves. Kin.

1. — " The Sisters three." —

2. — Linen... Nap&in. , —

3. — Cloth... Doesfow.

4. — Thread... Connection. —

5. — Thread... Snarl.. .Mink. —

6. — "Wool. . . Lamb. . . Lambkin. —

7. — Child's Loom... ifmdergarten. —

8. — Shuttlecock... Throw... Kintal. —

9. — Cloth... Sails... Ship... Unship. —

10. — Spitalfields... Cornfields... Pump&w. —

11. — Tarns... Sailors' Yarns... Narrative... Relation. —

12. — Spindle... Dwindle... Dwarf...Mani^Vi. —

13. — Woof.. .Warmth. ..Affection. . .Family Affection. —

14. — Spider. . . Cobweb. . . Old House. . . Household Relations. —

15. — Fate... Hopeless... Sanguine... Consanguinity. —

16. — Web... Deceit... Cheat... Cozen... Cousin. —

17. — Captain Web. . . Swimmer. . . Fish. . . Fin. . . Aflinity. —

18. — Coventry. . Lady Godiva. . . State of Nature. . * * One touch, " &c. —

19. — Wool... Hair... Hare & Burke... Accomplices in Blood... Blood

Relations. —

20. — Steam-power Loom.. .Engine.. .Furnace.. .Coal... -ffwidler. —

By this practice of finding as many Predicates as possible of each
" extreme" through In., Ex. and Con., the Pupil learns to look on
" all sides " of a word or subject — a habit of the very greatest value —
a habit which can be acquired by the careful dealing in this way with
all the words in the Presidential Series, and by placing over each word
1, 2, or 3, to show the relation that it bears to the Correlating Word it-
self. |U^*" Let the Pupil send me a list of other words related through
In., Ex. and Con. to each of the words in the Presidential Series.

Readiness in making Correlations comes not from the constructive
power of the imagination — the imagination ■ is not at all concerned in
the act ; people can make Correlations instantly who have no imagina-
tion — but it arises from the memory power of taking quickly an " ac-
count of stock " of the ideas we already possess — the power of con-
sciously summoning up all we know of a word or subject through In.,
Ex. and Con. It is the exercise of retentiveness and nothing else, ex-
cept that revivals are limited to In., Ex. and Con.

Remarks. — My Pupils can strengthen their retentiveness or reviving
power by recalling and describing to friends the scenes and events of the
day, as soon after their occurrence and as frequently as possible. Let
them also never hear a lecture or sermon without giving as full an ac-
count of it as they possibly can to their acquaintances. They will soon
find in what particulars their mind wanders, and they can hereafter
pay closer attention to such matters. It is a high attainment to be
able to give a graphic description of a scene, a show or exhibition of
any kind ; but I recommend this practice because it invigorates the re-

118

viving power of the Memory, and helps to bring the Memory under the
control of the Will. Let the Pnpil repeat many times every good story
or anecdote he hears, &c. , &c. I have known many Pupils who had
naturally no command of language, and whom the phrenologists would
have discouraged from attempting to acquire instant control over words,
become fluent talkers and speakers, by acting on the suggestions here
given, and by doing all the exercises demanded by my System. And it
does not take one-tenth of the time that one might suppose. It comes
about so quickly that the Pupil can scarcely perceive when the change
took place.

ALWAYS ABRIDGE THE PROBLEM OF MEMORY.

There are three kinds of Levers : —

First Order. — When the Fulcrum is between the Power and the re-
sisting Weight. [Here the Fulcrum in the middle.]

Second Order. — When the Fulcrum is at one end and the Weight
nearer to it than the Power. [Here the Weight in the middle.]

Third Order. — When the Fulcrum is again at one end, but the Power
nearer to it than the Weight. [Here the Power in the middle.]

Or, briefly —

1st Order. — Fulcrum in the middle.
2nd Order. — Weight in the middle.
3rd Order. — Power in the middle.

Ijg^" When, as in 1st Order, the Fulcrum is in the Middle, it is obvi-
ous that the Power is at one end and the Weight at the other end. So
by remembering in each case which is in the Middle,the Pupil necessarily
knows that the other two elements are at the ends. Since both Order
and Middle are repeated in each case, both Order and Middle may be
disregarded, and all the Pupil has to do is to correlate [and memorise
his Correlations], First to Fulcrum, Second to Weight, Third to Power,
and he knows the three kinds of Levers—

First . . .first piece. . .last piece. . .crumb. . . Fulcrum.

Second... minute... hour., .clock... clock- weight... Weight.

Third . . . third finger. . . ring. . . political ring. . . political power. . . Po web.

OXFORD & CAMBRIDGE UNIVERSITY BOAT RACE, 1829—1885.

The thoughtful Pupil will notice the following particulars in my
Method of dealing with the above : — (1 ) In dealing with a series like
this, Mnemonics is liors de combat without the boasted " Wheelbarrow "
euphemistically called a "Key " — 100 objects, sometimes 500 or 1000,
ideally placed on the floors, walls, and ceiling of rooms, or otherwise
localised in figured situations, called " Pegs." To this series of fixed
objects the Mnemonist " associates" by his "Links" or " Associations"
any other series, such as the Kings of England, Popes of Rome, the
Sixty-four Elements of Chemistry, the Thirty-nine Articles, the Dates
of the Oxford and Cambridge successes in the University Boat Race,
Topics or Heads of numerous Sermons, Addresses, or Lectures ; in
short, everything and anything that is to be remembered ! ! ! — a Pro-

119

crustes' Bed to which everything is to be fitted by Contortion or Dis-
tortion, with the inevitable result of making this Anarchical Machine
" a measure " of the Universe and of all that is therein, and the opera-
tions of the mind of the Adapter the very Climax of Artificiality ! ! !
By this False Process, the Natural Sequence of Ideas in the Subject-
Matter itself is always either introverted, perverted, or destroyed. I
use no Key or Artificial Set of unrelated words — but by CORRELA-
TIONS I deal directly with the things or ideas tliemselves. — (2) I do not
even use the words Oxford or Cambridge in memorising the respective
Dates of their successes ! ! — (3) To indicate a Date I translate the two
last figures of it into a word, as, for 1836 I use Match, as that trans-
lates 36 — and these Date-words I Correlate together ; and to indicate
when Oxford won I add d or t to the Date-word, thus making in all the
Oxford cases a word containing three sounded consonants (thus " A
Round "=42 and "one," in 1842 Oxford won), and by exclusion and
those words containing only two sounded consonants must be Cam-
bridge winnings ! ! Similarly, in learning the Dates of the Battles of
any country, we could indicate, by an added consonant, the battles
won, and all Date-words lacking that designation must note the battles
lost, &c. The application of this principle is varied ! ! — (4) To indicate
the two years, 1831 and 1835, when no race was run, but in which a
notable event occurred, I translate the entire years, as, 1831 into
" DEAF MAID," and 1835 into " A TOO HEAVY MAIL." And to in-
dicate the year 1877, where neither Oxford nor Cambridge won, but
when there was a " dead heat," I use the phrase, " To have a Gig." —
(5) Since the Putney course has been used, all but nine of the races
have taken place on Saturday. I fix two exceptions, after having first
Correlated the Time of the Races ; thus, " Time " — end of time — end of
the week—' 4 Saturday." — (6) As Oxford won continuously from 1861 to
1869, both inclusive, it is sufficient to correlate Date-words for those
two years together, thereby inferentially indicating the intermediate
years ! ! — (7) As there was a race eveiy year from 1856 to 1885, it would
be sufficient to correlate together the Date-words for the Cambridge
successes for those years, and by exclusion we should know the years
also in which Oxford won or vice versd ! ! — (8) All the facts mentioned
in the foot notes are indicated in the course of the Correlations ! ! and
without the possibility of producing any confusion ! — (9) As the colors
of both Universities are blue, it is only necessary to memorise the
shades of blue, as is done below. — (10) In addition to the mass of facts
treated below, my Method would enable the Pupil to attach any num-
ber of additional facts to each of them by memorised Correlations,
such as the number of lengths either boat won by, the names of each
crew, &c, &c, &c, &c.

2£^~ Read each Correlation once, analysing the relation between the
words of which it is composed, then repeat it backwards and forwards,
not reading it, but reviving the impression in your head: when you
have done this quickly six times, repeat the extremes together, with-
out the intermediates. In this way carefully memorise the entire list
of Date-words, so thoroughly as to make concurrence between them,
and be able to think of the Date-words and facts (cholera, &c), with-
out repeating the intermediates, and rapidly to name, forwards or
backwards, the years in which Oxford or Cambridge won (by thinking
the Date-words and their indication of Oxford or Cambridge), so as to

120

recite the series thus : 1829, Oxford ; 1831, Cholera; 1835, Challenge;
1836, Cambridge; 1839, Cambridge; 1840, Cambridge; 1841, Cambridge;
1842, Oxford, or vice versfi, &c., &c. ; then recite the entire series both
ways at least 20 times from memory ; and then report to me how long
it takes you to recite the series. And afterwards recite the series be-
fore your friends, both forwards and backwards, and let them also ex-
amine you on the lesson in any way to test your memory — never telling
them how you learned the series — and only letting them have the ac-
companying paper.

*d , \..a<fc**'d ,,

BOAT RACE-
CHOLERA t
CHALLENGE*

COLOURS— Boat race... bout... blue sea. ..Blub.

OXFORD.. .ox.. .heavy.. .heavy clouds... Dark... dark coins... pence...'
CAMBRIDGE... bridge., .arch. ..spring.. .Light.

RACE DAY— Racing boat. . . sliding seat. . .sat.. . Saturday *
UNI VE R8ITY— Universe. . . orb. . .motion. . .speed. ..race —
1829. NEW BO At— Beau... maid—
[1831.] DEAF MAID— Dress... collar—

. ..death. . .black death. ..black mail —

[1835.] A TOO HEAVY MAIL— Armour... champion—

...duel.. .fire —

1836. MATCH— Wedding... tour—

1839. MAP— Route...course—

1840. RACE— Track—

1841. ROAD— Carriage drive... circular drive—

1842. AROUNd— Turning round... dizzy—

1845. REEL— Stagger.. .mortal wound.. .MORTLAKE $...Killarney—

1846. IRISH— Linen... drapers...ontntters— OUTRIGGERS I

... oar.. .blade.. .knife... cut.. .strings —

1849. HARP— Rapid fingering—

1849. RAPId— Plight...bird...FOULl...waterfowl...landfowl—

1852. LANd— Landlord—

1854. LAIRd— Country seat—

1856. LODGE— House... door... lock—

1857. LOCKEt— Chain... cable... ship... keel— KEELLESS **

. . .lesson .. . lesson-book —

1858. LEAF— Paper.. .folding.. .overlapping-p

1859. LAPPEt— Tippet.. . tip up...sink— SANKtt

...l-ose. . .stalk... stilts... Stilton —

1860. CHEESE— Bait...trap...entrapped—

1861. CHEATEd— Crocodile tears.. .weeP it— sackcloth and ashes—

1869. ASHPIT- Cinders... coal—

1870. GAS— Escaped—

1871. CAUGHT— Taken... receipts—

1872. GAIN — Mon ey... registered letter...envelope—

1873. GUM— Stick.. .slip...slide—

. . .sliding rule. . .ivory rule., .tusk—

1874. GORE— Blood... bloodshed—

1875. GUILt— Murder... wound—

1876. GASH— Scar... car—

1877. TO HAVE A GIG— Two wheels.. .equal motion.. .equal—
...tie.. .knot... knotty... crabbed —

...teeth on edge.. .mouth.. .gift horse...

1878. GIFt— Bequest... question... open—

1879. GAPE— Make faces—

1880. FACEtr- Moon-set.. . MONDAY ^...mouldy—

SLIDING SEATS §§

DEAD HEAT JS
CRAB ||

* Out of 36 races over the Putney and Mortlake course, all but 9 were rowed on a
Saturday.

t Not rowed owing to prevalence of cholera. X The challenge of 1834 still unaccepted.

§ First race over the Putney and Mortlake course. 1 First Race rowed in outriggers.

1 In this Race there was a " Foul " — that is, a collision between the Boats.

** First Race in the present style of Boats without keels, tt The Cambridge Boat sank.

XX Oxford won for 9 years. §§ Sliding Seats used for the first time.

IK The Race was a Dead Heat. The Oxford bow-man caught a crab, and sprang his
oar when leading.

H Rowed on a Monday because of fog on Saturday. The first race postponed.

121

1881. PCETId— Stench... faint-

1882. FEINt— Combatant.. .hero—

1883. FAMBd— Glory... bright—

1884. FAIB— Fine.. .sunshine... moonlight.. .moon— MONDAY*
.. . second day. . . " the waters " t —

1885. FLUId— Flowing stream—

1886. FISH.

HOW TO MEMORISE THE RATIO OF CIRCUMFERENCE TO
DIAMETER BY CORRELATIONS.

If the Pupil did not learn the 71 Sentences below when he studied
Supplement to First Lesson, let him give special attention to this Exer-
cise, as it is a very valuable one. When you have properly gone through
it, and thoroughly mastered it, so as to be able rapidly, without hesita-
tion or stumbling, to repeat the first 149 figures of the " Ratio " to your
friends, much will have been accomplished towards general strengthen-
ing of your memory, cure of Mind-wandering, and promotion of Self-
confidence. And, with a little perseverance and exercise of the brains,
any schoolboy can master so much of this Exercise. But, besides this
general improvement of valuable faculties, the Pupil will have learned
how to commit to memory difficult poetry, prose, conjugations, declen-
sions, mathematical formulae, &c., by Correlations. If you want to
know what the " Ratio " means, look to page 126 of this lesson ; all you
have to do at present is to learn 15 of the following sentences, and by
their aid say the 149 figures which these sentences represent, and which
you have already written down on an exercise on your Figure- Alphabet
Lesson.

Every Pupil must learn at least 15 of the following sentences by the
aid of Correlations, if he did not learn them by Interrogative Analysis
in Supplement to First Lesson, and then think the words in the 15 sen-
tences, and say the 149 figures which the words in those sentences
represent.

|£3Jp To try to learn any of the figures by repetition is not an exercise
in my System.

Jjy To recite the entire series of 708 Figures of this Ratio, in the
exact order, is a feat quite impracticable to one with unassisted Natural
Memory. To my pupils the feat is not a difficult one.

The following sentences contain the entire series of 708 figures,
translated in accordance with the Figure Alphabet in the Supplement
to the First Lesson: —

Mother Day will buy any shawl.
My love, pick up my new muff.

A Russian jeer may move a woman.

Cables enough for Utopia.

Get a cheap ham pie by my cooley.

* Bowed on Monday, owing to Prince Leopold's Funeral taking place on the Sat-
urday.

t See Genesis i. 7.

%gT For complete details, see " Record of the University Boat Race," published by
Bickers & Son, London.

122

The slave knows a bigger ape.
I rarely hop on my sick foot.
Cheer a Sage in a fashion safe.
A baby fish now views my wharf.

Annually Mary Ann did kiss a jay.
A cabby found a rough savage.

A low dumb knave knew a message showy.

Argus up my fire rushes.

A bee will lose life in enmity.

A canal may well appear swift.

Never have tidy Dick eariy.
Has no fear to see a new ghost.
A beam fallen at dizzy Lulu.

We will be a sure arch in a new pier.
Feeble are poems home-fed.

A butcher ran off feet soppy.
A College shall buy my mirror.
Shoot in a fury, ugly Sheriff.

Naomi may give Jack half my tea.
Shall we now cut Annie's topaz.
Peter will shear a village hedge.

Upon my ridges moor a fish.

To soar lower may nudge a Jury.
Find my map, my Chiswick.
Now choose anew our better Eden.

Coming near love kisses.

Ji-Ji has jammed a whole leaf off.
Take rough, fat, lamb-soup.
A nice patch in a funny panel.

Raise bad cattle, major.

A magic fop knew a well opossum.

Joses taught him my sole hymn.
A sailor if vain has a rich joy.
You allow no time for authorship.

Let a pert lad teach us.

A bear may muzzle a gun-case.
My shallow cool pulp-tub.
A lamb's pint of shady dew.
Come off top, my newish ditty.

A cup may dazzle at a haughty hovel.
Refuse queer, rich, new muck.
Baby Jenny wooing her pale cheek.

123
Melt half a flakey lining.

Any roof bought in New Cobham.

Heave it off, my sooty deep robe.

A tiny hoop of mamma shook a mammy.

China warriors usually weigh each a share.

A missive chosen at my ball.

Stitches pin our ruffs.

Going now amiss by our machine.

Full looms push chains.

No quail will shape my big pie.

A heavy ship will soon annoy a new rock.
Her puppy shone as a choice care.
Bacchus may swear at any match.

A shy heavy wife shut a bible to-day.

Suasive weap ons win him fame.

Cuckoos untamed are touchy.

We buried Dobson by five.

You love Annie Laurie,you wretch of a Doge.

He may pick up pipes, Rachel.

Picus is safe to accuse us.
No Pasha may deny my awaking* him.
Folk may run his ferret home.
Escape it early to-day, if you may.
Paphia's legacy pay off wholly.

. You cannot wish to recite the Ratio of the Circumference to the Di-
ameter without first thinking of the word Ratio. Correlate Ratio,
as the BEST KNOWN, to the word Mother, the first word in the
first sentence, thus : —

RATIO. . . Relation. . . Dearest relation. . . Mother.

And memorise the Correlation. You do not memorise it by read-
ing it over, but by repeating it from memory forward and back-
ward several times, always concluding by recapitulating the two
extremes : thus, Ratio. . . Mother, Mother. . . Ratio.
Next memorise the first sentence by Synthesis, for you must see at
once that Analysis will not apply to the successive words in a sen-
tence. Hence, Mother must be Correlated to Day [unless you
know some Mother Day very well indeed, so that there is a strong
concurrence over the word] :

MOTHER...Lullaby...Sleep...Night...DAY.

Whenever you Correlate any part of a sentence, repeat that part
so as to re-impress the Correlation on your mind ; thus, " Mother
Day" — She will do what ? " Day " has no analytical connection
with (i Buy ; " so you must Correlate them together —

F 124

DAY.. .Day-book.. .Buyers..." BUT."
u Mother Day will Boy "—Buy what ?

" BUY ". ..Cash.. .Cashmere.. . " SHAWL."
" Mother Day will buy any Shawl."

(a) To connect the first sentence with the second, Correlate
the last prominent word in the first to the first prominent word in
the second, thus :

Shawl. . . Warmth. . . Affection Love.

Proceed in a similar way with the other sentences.

2. LOVE. . . Lovers' quarrels. . . * k Picking a quarrel "... PICK UP. .. upstart

...parvenu.. .NEW.. .Old.. .Old age.. .Muffled voice.. .MUFF.

(b) Muff... Fur ...Russian.

3. RUSSIAN...Sledge... Horse..." Gee "...JEER.. .Taunt... Excite...Stir

. ..MOVE.. .Motion.. .Emotional... Tender-hearted... Womanly... WO-
MAN.

4. CABLES ... Strong ... Sufficiently strong... ENOUGH..." More than

enough "...Sir Thomas More... UTOPIA.

(d) Utopia. . . Dreamland. . . Bed . . . Getting up ... Get.

5. GET. .. Get-penny. . . Penny Cake. . . CHEAP. . . Cheapside. . . Coffee-house

...HAM PIE... Hot mutton pie... Hot... Cool... COOLEY.

(e) Cooley... Negro ...Slave.

6. SLAVE. . . k 4 Greek Slave » '. . . Knows Greek. . . KNOWS. . . Letters. . .Cap-

ital letters... Big... BIGGER... Smaller... Small boy... Copy book-
Imitate... APE.
(/) Ape... Trick... Freak... Frequently ...Rarely.

7. BARELY.. .Seldom.. .Sell ... Licence ... Beer.. .HOP... Pole... Mast-

Ship. . . Sea-sickness. . . SICK. . . Feeble. . . Lame. . . Lame foot. . . FOOT.
(g) Foot... Ball... Gaiety ...Cheer

8. CHEER.. .Christmas.. .Goose.. .Seasoning. ..SAGE.. .Wisdom.. .Folly...

FASHION. . . Shun. . . Danger.. . Safety. . . SAFE.

(h) Safe... Sound... Noise... Crying ...Baby.

9. BABY... Bassinet.. . Net... FISH... Sunfish... Sunday... To-day... NOW

...Present time ... Men o{ the Time... Biographical sketches...
Sketches. . . VIEWS. . . Marine views. . . Land. . . Landing. ..WHARF.
(i) Wharf... Goods... Accounts. ..Half-yearly ...Annually.

10. ANNUALLY... Ann... MARY ANN ... Merry... Xmas... Mistletoe ...

Kissing... DID KISS...Steal a Kiss... Theft... Jail... JAY.

(&) Jay... Blue. ..Fly... Cab ...Cabby.

11. CABBY... Fair.. .Cattle... Sheep ..." Lost "...FOUND... "Crier"...

Scream... Rough Usage... ROUGH... Unpolished ... Uncivilized...

SAVAGE.

(I) Savage. . . Wild beast. . . Roar. . . Bellow . . . Low.

12. LOW.. .Low voice...Voioeless... DUMB... Dummy ...Cards... KNAVE

...Nave... Church.. .Prophet.. .KNEW. ..News.. .Paper Note...MES-

SAGE. . . Proclamation. . . Bill. . . Showbill. . . SHOWY.

(m) Showy. . . Show. . . u Show cause ". . .Argue . . . Argus.

13. ARGUS ...Wakeful... Early up ... UP... Sweep... Chimney. ..Grate

...FIRE... Sparks... Fly up.. .RUSHES.

(ri) Rushes... Rocket... Whiz... Buz ...Bee.

14. BEE... "Busy "...Willing. ..WILL... Temper... Tempest. ..LOSE

LIFE IN... Death... Duel... ENMITY.

(o) Enmity... Enemy... Trench ...Canal.

125

15. OANAL...Can. . .MAY.. .April. . .April Showers. ..Water... WELL...
Spring... Rise up ... Apparition ... APPEAR ... Look ... Glance...
SWIFT.

(p) Swift... Current... To-day. ..Now ...Never.

In this manner memorise all the sentences from 1 to 15 ; and,
when that is done thoroughly ',

Correlate — (a) (b) &c. — the Suggestive Word at the end of one sentence
to the Suggestive Word at the beginning of the next sentence, so
that you can recite the entire 15 sentences in the exact order rap-
idly.

When you can do this with ease and certainty, instead of repeating the
sentences, repeat aloud the figures which the sentences can be trans-
lated into, and you will thus know and be able to recite the RATIO
of the CIRCUMFERENCE to the DIAMETER, expressed by the in-
teger 3 and 148 decimals ! After a little practice you can say them
backwards. In repeating them either way never speak aloud the
sentences or the Correlations, which must, of course, be perfectly
memorised.

(|gg* When you can recite from Memory the entire 149 figures in the
exact order and without mistake, you can hand jg^* not this paper
— but the small paper that accompanies this one, and which con-
tains only the figures — to any acquaintance and let him hear you re-
cite them ! Of course you will not give him the faintest idea of how
it is done 1 ! Recite the 149 figures at least 20 times.

Do this td as many persons as you can get the opportunity. No exer-
cise is better than this, either for the Memory, or concentration, or
confidence.

You will find it good practice to learn the other 56 sentences by your
own Correlations, but you need not put off learning your next lesson
until you have finished the memorising of these.

It will not be difficult to learn all the 71 sentences and to practice
thinking through them and saying the figures. Doing this before
other people, will cause amusement and astonishment, and will be
an excellent exercise for cure of discontinuity and nervousness.

Mnemonical teachers sometimes print a large number of figures selected
to suit a particular scheme, so that they are known at once by one
who understands the arrangement, but no other set of figures can be
learned in the same way. But this set of figures is one which actu-
ally occurs, not one arranged arbitrarily to suit a system, so of course
any figures could be learned in the same way.

fl^* Let me once more enjoin it upon the student to memorise at least
the 15 sentences, exactly as I have directed, by repeating the parts
correlated together each time, as I pointed out in the case of
" Mother Day will buy any Shawl." Let him memorise my Corre-
lations, if he cannot make any to send me. But, if he can, it is
much better for him to make and memorise his own. Let him re-
member (1) wherever his natural memory fails, (2) to CORRELATE.
In learning Conjugations, Declensions, Poetry, &c. , &c. , a pupil must
principally rely upon the increased memory power which my System
has given him, but, if in any case that fails, he must Correlate.
Thus, a student, in learning the conjugation of the French Verb
Avoir, could never remember what followed lis in the third person

126

plural of the Passe Defini, i.e., eurent. I told him to Correlate them
and memorise the Correlations, thus : —

ILS. . . Eels. . . Eel-pot. . . Water-pot. . . Ewer. . . EURENT.
Similarly, he would Correlate the principal parts of irregular Verbs,
<fcc., &c.

*[It is often important to know the relation between a circle and
its diameter, and to asoertain this, Euler constructed the following
formula : —

j = 4 tangent - 1 £ — tan. - 1 tjV + ^an. ~ 1_ 5V*

This, translated into popular language, would be as follows : —
v divided by four is equal to four times the inverse tangent of one-
fifth, minus the inverse tangent of one -seventieth, plus the in-
verse tangent of one -ninety -ninth.
The Correlation of the above is as follows : —

ir.. .Pie... Carved... DIVIDED... Half ...Quarter... Fourth... FOUR...
Square... Equal Sides... EQUAL... Multiples of Equals. ..Twice as great
...Three times... FOUR TIMES... Times. ..Leading Article... Prose...
Verse. . . INVERSE. . . Inverted Order.. .Rank. .. Gentleman. . . Gent.. .TAN-
GENT.. .Tan... Hide.. .Drum-head... Drum... Fife... ONE-FIFTH... Less
than one.. .Less.. .MINUS.. .Mine ... Descent.. .Ascent... Reverse of De-
scent—Reverse.. .Inverse... INVERSE TANGENT ... Circle... Eternity
...Time ... Man's life ... Three-score-and-ten... Seventy ... ONE-SEVEN-
TIETH ...Fraction... Division ...Addition.. .PLUS.. .Surplus.. .Too many
...Many words... Conversation... Converse... IN VERSE... TANGENT. ..
Tangible. . .Evi-dence. . . Law. . .General rule. . . " Ninety-nine times out of
a hundred " ONE-NINETY-NINTH.

Similarly, he would translate, and if his memory and attention are
still weak, he would correlate and memorise any other mathematical
formula, sentence, or proposition, the rule being to Correlate the
Grammatical Subject to the Verb, and the Verb to the Predicate, and
as many other words as the Pupil finds to be tiecessary. Of course he
can often memorise a sentence by a few repetitions, but he will soon
forget it ! ! What he learns by memorised correlations he will never
forget. And, after a little practice, he can memorise a whole page by
memorised correlations in half the time he could possibly memorise a
fourth of a page by rote.

Dr. William Rutherford, F.R.A.S., of the Royal Military Academy,
Woolwich, founded upon Euler's formula, a computation of the ratio
of the circumference of a circle to its diameter. This — the diameter
being 1 — was calculated to 208 places of decimals. It appeared in the
"Philosophical Transactions," Part II., for 1841. It was found that
the last 56 figures of the 208 were incorrect. In 1851, Dr. Rutherford
corrected the error and continued the calculation .to 350 decimals ; and
in March and April, 1853, Mr. William Shanks, of Houghton-le-Spring,
Durham, founded on Maohin's formula a calculation of the ratio carried
on to 607 decimals He published his calculations and their results in
1853, in a book entitled " Contributions to Mathematics.'' Mr. John
Morgan having found some errors, Mr. Shanks corrected them and car-

* Only students of mathematics; need read the portion between brackets.

127

ried on the ratio to 707 decimals, in which form it was presented to
the Royal Society in 1873, and is given (in figure-letters) on pages 121,
122, 123.]

MEMORISING- PROSE AND POETRY.

Fikst Stage for Weak Memories— The Analytico-Synthetic

Method.

[An enumeration of all the propositions to which a sentence is reduc-
ible, supplemented by memorised Correlations.]

Second Stage for Developed Memories.— The Interrogative

Analysis.

[A two-fold enumeration of all the distinct ideas or thoughts of a sen-
tence.]

In committing to memory rules of grammar, definitions in the
sciences, &c, &c., learners often make a very grave and life- long mis-
take in trying to merely learn them by heart by endless repetitions. On
the contrary, the Pupil should first grasp and realise the meaning and
significance of what he wishes to have at command by converting Sec-
ond-hand Knowledge into First-hand Knowledge. The former is
what other people tell us. It is hearsay. It is not the result of our
own observation or thinking. If we study Botany, or any facts that are
addressed to the senses, we must always convert the second-hand or
hearsay knowledge into knowledge at first-hand by having our own ex-
perience in regard to it. We must see and handle the flowers, &c. , and
then we can have knowledge of them at first-hand. So with Chemistry,
Anatomy, and other departments of learning where we can have, in re-
gard to the subject-matter, the same kind of experience which the au-
thors of the books have had. Unless we do this, we merely learn by
heart without any necessary absorption or assimilation of the ideas or
views inculcated. If we read over a sentence, every subsequent re-pe-
rusal of it is done without finding any novelty in it, and the inevitable
result is that, in learning it by heart by means of endless repetition, the
attention begins to wander after the first perusal ! ! Hence, those who
learn by heart in the ordinary way become great mind -wanderers. This
ruinous result would be avoided if they learn by intellectual absorption,
or by converting the second-hand knowledge into first-hand knowledge.
This can be done by analysing the sentence, or by reducing its mean-
ing to its lowest terms or simplest form consistent with sense, and then
adding on to this primitive form the successive modifiers of the Subject,
Verb and Predicate, so as to restore by Synthesis its original shape, as
was exemplified in the First Lesson and its Supplement. This should
always be done in the case of unfamiliar abstract ideas, and in this way
you make them your own. To illustrate : suppose the Student wishes
to commit to memory Blackstone's definition of Municipal Law : " Muni-
cipal law is a rule of civil conduct prescribed by the supreme power in
a State commanding what is right and prohibiting what is wrong."
Suppose the Student has carefully read over his exposition of the dif-
ferent parts of this definition, and that he understands them. After
this, he usually fixes the definition in his memory by endless repeti-
tion ! ! And if he memorises many passages in a similar manner, he

128

will become a great mind-wanderer ! Bat rather than this, let him try
my Method as stated above. He first says — (1) Municipal law is a rale.
(2) Municipal law is a rule about right and wrong. (3) Municipal law is
a rule commanding what is right, and prohibiting what is wrong. (4)
Municipal law is a rule of civil conduct commanding what is right and
prohibiting what is wrong. (5) Municipal law is a rule of civil conduct
prescribed, commanding what is right and prohibiting what is wrong.
(6) Municipal law is a rule of civil conduct prescribed by t/ie supreme
power of a State commanding what is right and prohibiting what is
wrong. In this way his attention is enchained and interested ; and,
proceeding from the simple to the complex by successive additions, the
mind has time to assimilate the ideas and an intellectual growth is the
result, and the attention is strengthened and the memory most vividly
impressed, and he will retain the comprehension of the definition as
long as he lives. If his memory and attention are both weak, he may
have to repeat the recital several times from memory [not by reading
it over and over again] , and he should then consolidate the definition
by memorised Correlations, and similarly in other cases, he finally suc-
ceeds in making Blackstone's idea permanently his own. Again, a Pu-
pil sends me the following definition of the First Law of Motion, taken
from a recent work : " A body in a condition of relative rest continues
in that state until some force acts upon it." Before seeking to under-
stand the meaning of this sentence he must acquire a clear idea of the
difference' between absolute and relative rest. Then he proceeds — (1)
Rest continues until some force acts upon it. (2) Relative rest con-
tinues until some force acts upon it. (3) A body at relative rest con-
tinues until some force acts upon it. (4) A body at relative rest con-
tinues in that state until some force acts upon it. (5) A body in a condi-
tion of relative rest continues in that state until some force acts upon
it. Again, take the sentence " Mother Day will buy any shawl." You
proceed thus — (1) Mother buys a shawl. (2) Mother buys any shawl. (3)
Mother will buy any shawl. (4) Mother Day will buy any shawl.
Again, take the sentence — " The active principle of the stomach is a
hydrolytic ferment named pepsin. " Presuming that the pupil has care-
fully ascertained the exact meaning of the words so that he knows pre-
cisely what the sentence means, he then goes on to fully assimilate that
meaning thus: (1) The principle is a ferment. (2) The principle is a
ferment named pepsin. (3) The active principle is a ferment named pep-
sin. (4) The active principle of the stomach is a ferment named pepsin.
(5) The active principle of the stomach is a hydrolytic ferment named
pepsin. In a similar manner the Pupil will proceed with any other sen-
tence containing ideas that are unfamiliar to him or a sentence contain-
ing familiar ideas, but in an unfamiliar form ; and let him note that, if
only one or more points are new to him, he should manage to bring that
in early in reconstructing the sentence, so as to have the benefit of the
renewals of that idea as many times as possible in connection with what
was before familiar. Suppose in the last sentence the idea new to him
was that the ferment was hydrolytic; then he might proceed thus: (1)
The principle is a ferment. (2) The principle is a hydrolytic ferment.
(3) The principle is a hydrolitio ferment named pepsin. (4) The prin-
ciple of the stomach is a hydrolitic ferment named pepsin. (5) The
active principle of the stomach is a hydrolytic ferment named pep-
sin.

129

" Generally speaking, a person of unsound mind cannot make a con-
veyance of land."

(1) A person cannot make a conveyance. (2) A person cannot make
a conveyance of land. (3) A person of unsound mind cannot make a
conveyance of land. (4) Generally speaking, a person of unsound mind
cannot make a conveyance of land.

" An agent selling property of his own to his principal must disclose
the fact."

(1) An agent selling property. (2) An agent selling property to his
principal. (3) An agent selling property of his own to his principal.
(4) An agent selling property of his own to his principal must disclose
tliefact.

" No injustice is done to a person by an act to which he oonsents."
(1) Injustice is done. (2) No injustice is done. (3) No injustice is
done by an act ^(4) No injustice is done to a person by an act. (5) No
injustice is done *to a person by an act to which he consents,

" He who is a friend loves, but he who loves is not necessarily a
friend."

(1) A friend loves. (2) He wlvo is a friend loves. (3) He who is a
friend loves, but he is a friend. (4) He who is a friend loves, but he
icho loves is a friend. (5) He who is a friend loves, but he who loves is
not a friend. (C) He who is a friend loves, but he who loves is not
necessarily a friend.

u The first principle and source of good writing is to think justly. "
(1) The principle is to think. (2) The principle is to think justly.
(3) The first principle is to think justly. (4) The first principle of
writing is to think justly. (5) The first principle and source of writing
is to think justly. (6) The first principle and source of good writing is
to think justly.

'' I thank God I am no more afraid to die ; but as cheerfully put off
my doublet at this time as ever I did when I went to bed."

(1) I am afraid. (2) I am afraid to die. (3) I am no more afraid to
die. (4) I thank Goal am no more afraid to die. (5) I thank God I
am no more afraid to die ; but put off my doublet. (6) I thank God I
am no more afraid to die ; but put off my doublet at this time. (7) I
thank God I am no more afraid to die ; but cheerfully put off my doub-
let at this time. (8) I thank God I am no more afraid to die ; but as
cheerfully put off my doublet at this time as when I went to bed. (9) I
thank God I am no more afraid to die ; but as cheerfully put off my
doublet at this time as ever I did when I went to bed.

" A sense organ is a structure forming the peripheral* termination
of a sensory nerve', and specially differentiated so as to react on a spe-
cial kind of stimulus."

(1) An organ is a structure. (2) A sense organ is a structure. (3) A
sense organ is a structure forming the termination of a nerve. (4) A
sense organ is a structure forming the termination of a sensory nerve.
(5) A sense organ is a structure forming the peripheral termination of a
sensory nerve. (6) A sense organ is a structure forming the peripheral
termination of a sensory nerve and differentiated to react. (7) A sense
organ is a structuro forming the peripheral termination of a sensory

* Peripheral means pertaining to or constituting the surface of a body [from <5reek :
veri around, and phere to bear.]

130

nerve and differentiated to react on a stimulus. (8) A sense organ is a
structure forming the peripheral termination of a sensory nerve, and
specially differentiated to react on a stimulus. (9) A sense organ is a
structure forming the peripheral termination of a sensory nerve, and
specially differentiated so as to react on a stimulus. (10) A sense organ
ia a structure forming the peripheral termination of a sensory nerve,
and specially differentiated so as to react on a kind of stimulus. (11)
A sense organ is a structure forming the peripheral termination of a
sensory nerve, and specially differentiated so as to react on a special
kind of stimulus.

44 Sensation is a simple mental state resulting from the stimulation
or excitation of the outer or peripheral extremity of an in-carrying or
sensory nerve."

(1) Sensation is a state. (2) Sensation is a mental state. (3) Sensa-
tion is a simple mental state. (4) Sensation is a simple mental state
resulting from stimulation. (5) Sensation is a simple mental state re-
sulting from the stimulation of a nerve. (6) Sensation is a simple men-
tal state resulting from the stimulation or excitation of a nerve. (7)
Sensation is a simple mental state resulting from the stimulation or
excitation of the extremity of a nerve. (8) Sensation is a simple mental
Btate resulting from the stimulation or excitation of the extremity of a
sensory nerve. (9) Sensation is a simple mental Btate resulting from the
stimulation or excitation of the extremity of an incarrying or sensory
nerve. (10) Sensation is a simple mental state resulting from the
stimulation or excitation of the outer extremity of an inoarrying or
sensory nerve. (11) Sensation is a simple mental state resulting from
the stimulation or excitation of an outer or peripheral extremity of an
incarrying or sensory nerve.

" Aleu &pl<TT€V€tv koI {nc*ip6xoy ifxnepai &Wcav."

(1) Alcv apl<TT€v*iv. (2) Aicy apiarevciv teal 4fj.fj.eyau (3) Ate? dpur

T*V€ll> Kal VTT € tp 6 XO y ifl.UCVCU. (4) Ai6V dplOTfVtlV Kol fV7Tflp6xoy i/ifMVU

&\\wv. (Iliad, vi. , 208.)

" Jus accreacendi inter mercatores locum non habet."
(1) Jus accreacendi. (2) Jus accreacendi non habet. (3) Jus accrea-
cendi locum non habet. (4) Jus accresoendi inter mercatores locum non
habet.

Take the sentence "Any work that deserves thorough study, de*
serves the labour of making an Abstract ; without which, indeed, the
study ia not thorough." (1) The study is thorough. (2) The study is
not thorough. (3) Without which, indeed, the study is not thorough.
(4) Any work deserves the labour of making an Abstract ; without
which, indeed, the study is not thorough. (5) Any work that deserves
tfvorough study, deserves the labour of making an Abstract ; without
which, indeed, the study is not thorough. Again, u Wise men ne'er sit
and wail their loss, but cheerly seek how to redress their harms." (1)
Wise men sit and wail their loss. (2) Wise men ne'er sit and wail their
loss. (3) Wise men ne'er sit and wail their loss, but seek to redress
their harms. (4) Wise men ne'er sit and wail their loss, but seek hots
to redresa their harms. (5) Wise men ne'er sit and wail their loss, but
cJieerly seek how to redress their harms. Again, " Sweet are the uses
of Adversity, which, like the toad, ugly and venomous, wears yet a
precious jewel in her head;" (1) Sweet are the uses of Adversity. (2)
Sweet are the uses of Adversity, which wears a jewel. (3) Sweet are

131

the uses of Adversity, which wears a jewel in her head. (4) Sweet
are the uses of Adversity, which, like a toad, wears a jewel in her
head. (5) Sweet are the uses of Adversity, which, like a toad, ugly and
venomous, wears a jewel in her head. (6) Sweet are the uses of Adver-
Bity, which, like a toad, ugly and venomous, wears yet a jewel in her
head. (7) Sweet are the uses of Adversity, which, like a toad, ugly
and venomous, wears yet a precious jewel in her head. Again, " This
England never did nor never shall lie at the proud foot of a conqueror."
(1) England lies at foot of a conqueror. {2) England lies at the proud
foot of a conqueror. (3) This England lies at the proud foot of a con-
queror. (4) This England never did lie at the proud foot of a con-
queror. (5) This England never did nor never shall lie at the proud foot
of a conqueror.

INTERROGATIVE ANALYSIS.

An incomparable mode of securing the compreliension and retention of
a sentence, is to analyse its successive parts by an exhaustive series of
questions and answers. In this way, the Pupil transforms the Second -
Hand Knowledge into First-Hand Knowledge. WHEN HIS MEMORY
AND ATTENTION HAVE BEEN THOROUGHLY DEVELOPED AND
STRENGTHENED BY HAVING MEMORISED A GOOD MANY SEN-
TENCES, say from 100 to 200, by Interrogative Analysis, he will
thereafter find it to be the most rapid and fascinating mode of learning
by heart. In all respects, it is unlike learning by rote. In learning by
rote, if the Pupil by accident really does absorb the meaning of a sen-
tence, he attempts to do it by dealing with it at u one fell swoop ; "
but in using the method of Interrogative Analysis the Pupil must con-
stantly think. To ask questions, he must study the meaning and pur-
port of the sentence, and to frame his answers he must continue his
scrutiny of the sentence with sleepless vigilance. Every separate
thought in it is doubly grappled with — first in the question and next in
the answer — and thus each idea is separately considered twice in relation
to all the other parts of the sentence; and by recalling the entire sen-
tence each time he answers a question, and by emphasising the special
part that constitutes the reply [in print or writing by italicising it], he
fixes permanently in mind not only all the ideas of the sentence but al-
so its exact verbal form. Let the Pupil most carefully study the appli-
cation of this Method to the sentence lately dealt with by the Analytico-
Synthetio Method, to wit — u The active principle of the stomach is a
hydrolytic* ferment named pepsin.' 1

(1) What is the active principle of the stomach ? — u The active prin-
ciple of the stomach is a hydrolytic ferment named pepsin. " (2) What
is the character of the ferment which constitutes the active principle of
the stomach? — "The active principle of the stomach is a hydrolytic
ferment named pepsin." (3) What is the nature of that watery sub-
stance of the stomach which constitutes its active principle? — "The
active principle of the stomach is a hydrolytic ferment named pepsin."
(4) Of what organ in the human body' is the hydrolytic ferment the
active principle ? — " The active principle of the stomachic a hydrolytic
ferment named pepsin. 1 ' (5) What is the name of the hydrolytic fer-

* Hydrolytio means pertaining to water [Greek, hydor, water ; and logos, discourse.]

132

ment in the stomach which constitutes its active principle? — "The
active principle of the stomach is a hydrolytic ferment named pepsin."
(6) What is the character of that principle of the stomach which is
known as the hydrolytic ferment named pepsin ? — "The active principle
of the stomach is a hydrolytic ferment named pepsin." (7) What fac-
tor in the operations of the stomach does the hydrolytic ferment named
pepsin constitute ? — " The active principle of the stomach is a hydroly-
tic ferment named pepsin."

But in the case of poor untrained memories, neither the Analytico-
Synthetic Method nor the Method of Interrogative Analysis will suffice
to retain the precise form of expression permanently. Memorised Cor-
relations become necessary, and will continue to he necessary in learn-
ing by heart until the poor memory has been transformed into a good
one. [Although 1 must confess that hundreds possessing very weak
memories have declared that they memorise prose and poetry with great
rapidity by the Interrogative Method alone, and that they never forget it.]
After the above sentence has been comprehended by the foregoing Meth-
od the poor memory must usually resort to Memorised Correlations,
perhaps in this way-: —

ACTIVE... chief actor... warrior prince... PRINCIPLE.. .interest.. rest
. .. rest for digestion. . . digestive organ. . . STOMACH. . . machination. . . ma-
chine... press. . .hydraulic press... HYDROLYTIC... droll.. .laughter.. .ex-
citement ... FERMENT .. . firmament. ..sun .. . heat.. .burning.. .pepper.. .
PEPSIN.

As an example for the application of Interrogative Analysis to a long
passage, I have selected Mr. G. R. Sims' skit on the London weather of
the summer of 1886 [The Referee, August 22], a piece so recent as not
likely to have been learned by any of my Pupils —

THE BAROMETER.— By a Lunatic Laubeatz.

I bought a barometer last July

To foretell the wet and foretell the dry,

And now I reside in my lonely hall

And watch the mercury rise and fall.

It will fall to " Stormy" and rise to "Wet"

And down to ' * Gales " I have known it to get,

But never one day since last July

Has it stood at " Fair" or at " Fine" or " Dry. n

I have watched my barometer day and night,

But it won't go up to the wished-for height.

I tap at the glass, and I shake the stand,

And I twiddle away at the index hand ;

I gave it a bang in an angry pet,

But still the mercury sticks at ■• Wet" ;

Then I tear my hair and I rave and cry,

" Yon beast 1 but I'll make you point to ' Dry.'"

I have lighted a fire around its base,

Tve turpentine-plastered its gloomy face ;

And leeches I've put on its blistered back,

And Tve given it many a sounding wback.

It has gone to " Stormy," " Unsettled," " Snow,"

But to anything fair it declines to go ;

In vain are the thousand tricks I try —

That blessed barometer won't say "Dry."

133

I have smashed the thing into fragments small.

And the mercury's running about the hall ;

And the feet of the people passing by

Are pierced with the pieces of glass that lie ;

And the elegant case of the instrument

Over the wall of the garden went.

I'll no barometer own, not I,

That all the summer won't point to *• Dry."

Who bought a barometer last July? — 4I 7 bought a barometer last
July." What was my -action in regard to a barometer last July ?— " I
bought a barometer last July." What did I buy last July? — * 4 I
bought a barometer last July." When did I buy a barometer?— %4 1
bought a barometeffaftt July. " For what purpose did I buy the barome-
ter last July?—' 4 To foretell the wet and foretell the d/y." To foretell
what did I buy that barometer ?— 4i To foretell the wet and foretell the
dry." Is there any contrast between the objeots or events to be fore-
told? — l< To foretell the wet and foretell the dry." Now recapitulate
from memory —

I bought a liarometer last July

To foretell the wet and foretell the dry.

But what am I doing now? — "And now I reside in my lonely hall. 5 '
Who now resides in my lonely hall ? — 44 And now 1 reside in my lonely
hall." What am I now doing in my lonely hall ? — 4t And now I reside
in my lonely hall. 1 ' Where do I now reside ? — 44 And now I reside in
my lonely haU:' What kind of a hall is that in which I now reside ? —
41 And now I reside in my lonely hall." What lonely place is that in
which I now reside ? — i 4 And now I reside in my lonely haM. " What else
am I now doing in my lonely hall ? — 4 ' And watch Hie mercury rise and
fall." And how is my attention engaged ? — " And watch the mercury
rise and fall.* What am I watching ? — u And watch the mercury rise
and fall. " What does the mercury do ? — u And watch the mercury rise
Mid fall. 1 ' Is there any dissimilarity in the movements of the mercury ?
— t4 And watch the mercury rise and fall." Now recapitulate from
memory —

I bought a barometer last July
To foretell the wet and foretell the dry,
And now I reside in my lonely hall
And watch the mercury rise and fall.

To what places will the mercury go ? — 4i It will fall to ' Stormy ' and
rise to 4 Wet: " What will fall to * 4 Stormy " and rise to u Wet ? "— It
will fall to 4 Stormy ' and rise to ' Wet.' " Is the aotion of the mercury
different in the two oases ?— 44 It will/aC to * Stormy * and rise to 4 Wet. » "
If it rises to 4t Wet," will it then descend to some other place ? — t4 And
down to ' Gales ' I have known it to get." To what place will the mer-
cury descend ? — *' And down to 4 Oaks' I have known it to get." And
what have I known about the movement of the mercury ?— " And down
to ( Gales * I have known it to get. Now recapitulate —

I bought a barometer last July

To foretell the wet and foretell the dry,

And now I reside in my lonely hall

And watch the mercury rise and fall.

It will fall to " Stormy " nnd rise to " Wet,"

And down to " Gales " I have known it to get.

134

How many times during one day since last July has the mercury
stood at 44 Fair " or at " Fine " or " Dry ?"— "But never one day since
last July has it stood at * Fair ' or at * Fine ' or ' Dry. ' " For how long
did the mercury not stand at * 4 Fair " or at " Fine" or *' Dry " since
last July ? — " But never one day since last July lias it stood at " Fair '
or at *Fine' or 4 Dry.'" Since when has the mercury never stood
for one day at "Fair" or at "Fine" or " Dry"?— 44 But never one
day since last July has it stood at 'Fair' or at 'Fine* or "Dry.' "
How has the mercury never been for one day .since last July relative
to " Fair " or " Fine " or ** Dry ' ? — But never one day since last July
has it stood at * Fair * or at * Fine ' or 'Dry.' " In which one of three
positions has the mercury never Btood for one day since last July ? —
" But never one day sinoe last July has ic stood at 4 Fair ' or at * Fine *
or 'Dry. 1 " The transition from one verse to the next is easily made.
For instance : How do I know that the barometer has never for one
day since last July stood at * ' Fair " or at " Fine " or " Dry " ? Answer :
[Because] •'/ have watched my barometer day and night" Who has
watched my barometer " day and night " ? — kt 1 have watched my ba-
rometer day and night." How have I busied myself day and night? —
" I have watched my barometer day and night." What have I watched
day and night ? — ' * I have watched my barometer day and night " ! !
During what times have I watched my harometer ?- u I have watched
my barometer day and night" Do I realise my hopes in regard to the
barometer rising V — "But it won't go up to tfiewished-for height." What
is it that won't go up to the wished-for height? — " But it (tie mercury)
won't go up to the wished-for height." Where will it not go ? — k * But
it won't go up to the wished-for height." Is the height to which it will
not go a matter of desire or aversion? — " But it won't go up to the
wished-for height." To what position will it not go? — " But it won't
go up to the wished-for height." In my disappointment what do I do ?
— "I tap at the glass and I shake the stand," W/to taps at the glass
and shakes the stand? — "/tap at the glass and /shake the stand."
What is it I tap at and what do I shake ? — ** I tap at the glass and I
shake the stand. " What do I do to the glass and what to the stand ? —
I tap at the glass and I shake the stand." Do I play with the index
hand in a light and tremulous manner ? — " And I twiddle away at the
index hand." At what do I twiddle away ?— " And I twiddle away at
the index hand. " Not confining myself to the hand of the barometer,
but thinking of all its intractabilities, do I get excited? — "I give it a
bang in an angry pet. 1 ' To what do I give a bang? — 44 I give it a bang
in an angry pet." What do I give it? — 4t I give it a bang in an angry
pet." In what mood do I give it a bang ? — " I give it a ban* in an an-
grg pet 11 In what kind of a fit of peevishness do I give it a bang ? — 4i I
give it a bang in an angry pet." Does this bang make the mercury
move up ? — 4< But still the mercury sticks at « Wet. 1 " Does the mercury
now stick at "Wet?"— 44 But still the mercury sticks at 4 Wet. ,,> At
what place does the mercury stick ? " But still the mercury sticks at
' Wet. 1 " How is the mercury held at ' 4 Wet " ?— " But still the mer-
cury sticks at ' Wet ' " After all these humiliating defeats, do I become
frantic ? — " Then I tear my hair and I rave and cry, * You beast ! but
I'll make you point to ' Dry ' ! " How do I exhibit my rage ? — ** Then
I tear my hair, and 1 rave and cry 4 You beast ! but I'll make you
peint to 4 DryM" What vocal exclamation ensues? — "Then I tear

135

my hair, and I rave and cry l You beast/ but Fll make you point to
'Dry' /" Do I personify the barometer, and, if so, what term do I
apply to it ? — '• Then I tear my hair and I rave and cry k You beast!
but I'll make you point to 4 Dry '! " Am I still resolved to succeed ?— -
" Then 1 tear my hair and I rave and cry 'You beast ! but TU make
you point to ' Dry ' ! " To what point am I determined to make it go ?
— '• Then I tear my hair and I rave and cry * You beast ! but I'll make
you point to 'Dry 1 / " What have I done to carry out my unflinching
resolve ?— •*/ have lighted afire around its base," &c, &c. Similarly
deal with the two remaining verses, and send your work to me for
criticism.

" An infant cannot exercise a power of appointment over real prop-
erty."

(1) An infant cannot exercise. (2) An infant cannot exercise a power.
(3) An infant cannot exercise a power of appointment. (4) An infant
cannot exercise a power of appointment over property. (5) An infant
cannot exercise a power of appointment over real property.

The same Interrogatively Analysed.

(1) Who cannot exercise a power of appointment over real property ?
— "An infant cannot exercise a power of appointment over real prop-
erty."

(2) Can an infant exercise a power of appointment over real prop-
erty?— "An infant cannot exercise a power of appointment over real
property."

(3) What kind of act in reference to appointments over real property
cannot an infant perform ? — "An infant cannot exercise & power oc ap-
pointment over real property."

(4) What kind of power cannot an infant exercise over real prop-
erty ? — ' * An infant cannot exercise a power of appointment over real
property."

(5) What kind of property is that over which an infant cannot exer-
cise a power of appointment ? — " An infant cannot exercise a power of
appointment over real property."

|3F"" There are several other modes of working out the Interrogative Analysis where
the Comprehension is the main thing and the Retention of the exact expression is not in-
sisted on. One of these is given below. Let the Pupil realise that by the Interrogative
Analysis he cements new ideas on to old ones— that by exercising his own mind on the
whole and all the parts of novel statements he manages to cause the unhabitual ideas to
become, as it were, intercalated with his familiar knowledge, and that, in this a«similat-
ing manner, facts and principles hitherto foreign and strange to him, become familiar
and entirely his own, new ideas become the same as if he had originated them.

" The intermarriage of near relatives has been universally believed to entail degenera-
tion upon the offspring, and the act has been condemned. 1 '

(1) What has been condemned ?— -" The intermarriage of near relatives." (2) Why has
it been condemned ?— " Because it has been believed to entail degeneration." (8) Degen-
eration npon whom ?— " Upon the offspring." (4) Has the opinion been general ?— " It
has been universal." (5) What has been universally believed ? — *• That the intermarriage
of near relatives entails degeneration npon the offspring."

44 Hibernation is the term applied by naturalists to express a peculiar condition of sleep
in which certain animals (chiefly Cheiroptera and Rodentia) pass the winter season."

(1) What is Hibernation ?— 44 It is a peculiar condition of sleep." (2) Who so applied
it ?— »* Naturalists." (8) Do they so apply it to particular animals ?— " Cheiroptera and
Rodentia." (4) When is this peculiar condition of sleep shown ?— " In the winter." (5)
What does it do for these animals ? — " It enables them to pass the winter season." What
then is Hibernation ? — " Hibernation is the term applied by naturalists to express the pe-
culiar condition of sleep in which certain animals (chiefly Cheiroptera and Rodentia) pus
the winter a ~

136

" Hittology is the science which classifies and describes the structural or morphological
elements which exist in the solids and fluids of organized bodies."

(1) What is Histology ? — ** Histology is the science of organized bodies." (2) Of what
is it the science ?— «* It is the science which classifies and describes the structural ele-
ments of organized bodies." (3) What other term is associated with Structural t — •* Mor-
phological." (4) Where do these elements exist [structural or morphological] ?— *• They
exist in the solids and fluids of organized bodies." (5) What does Histology do ?— *' It
classifies and describes the structural and morphological elements which'exist in the sol-
ids and fluids of organized bodies."

14 Homology, in Anatomy, is the term now used to indicate structural correspondence,
while the term Analogy is employed to indicate functional resemblance."

(1) In what science is Homology used ?— ** In Anatomy." (s.) What does it indicate ?—
•* Structural correspondence. " (8) What is meant by structural correspondence?—" It
means similarity of relation in organs of animals as regards general structure or type."
(4) In what does it differ from Analogy? — •• Analogy indicates * Functional Resemblance. 1
while Homology indicates structural correspondence." (5; What is functional resem-
blance ? — " It means a resemblance in the action* performed by different organs in the
same animal, or by similar or unlike organs in different animals. 11 (6) How is Homology
used in Anatomy Y — " Homology, in Anatomy, is the term now used to indicate structural
correspondence. 11 (7) How is Analogy used ?— ** The term Analogy is employed to indi-
cate functional resemblance. 11 '

Remarks.— Reading over my Analysis merely gives the Pupil an idea of the application
of the Interrogative Method ; but if he makes his own Analysis of these verses, or of
others, or of a passage of prose, and then at least once or twice per day for two week* re-
cites from memory, first his Analysis and immediately after the passage without the Anal-
ysis, but exactly as it was printed or written, he will make the method so familiar, that
hereafter he can apply it with so much rapidity and certainty, that he can usually mem-
orise a passage of prose or poetry by a single painstaking Interrogative perusal.
And when a child has learned my System, he should never be allowed to learn
anything by mere rote. If he is required at first to write out his Analyses of all he
learn*, he will soon become so enamoured of the Method that he will always use it from
choice, and always with the best results, and thus avoid the ruinous habit of Mind-wan-
dering, and at the same time become a prodigy of quick and never- failing acquisition.
Mental operations, in a general way, can be reduced to three successive stages : Sensa-
sions, Perceptions, and Reason, (a) Sensations, where impressions reach the brain
through the Touch, Taste, Smell, Sight, or Hearing— the last two being the most vivid.
As learning by rote is little more than learning a succession of sights [written or printed
words], or sounds [spoken words], there is mainly involved only Sensations, with scarcely
any intellectual assimilation of ideas ; and the reason that we learn a passage in our own
familiar language more easily than we learn a passage of equal length in an unfamiliar
language is obvious— in the former case the sounds of the words are familiar, and only
the succession of them has to be committed to memory ; but in the latter case we must
memorise not only the unfamiliar sounds, but also the' succession of them. Many, when
children, have learned passages of Latin and Greek which they translated ; in later life
they can often repeat the passages, but they cannot translate them ! ! I This proves con-
clusively that when we learn by heart by means of mere repetitions, the mere sensations
of sight and sound have alone been permanently impressed on the mind. In learning by
rote, the literal words and exact expression are everything and the sense nothing, or next
to nothing ; but in learning by my Method, the sense is everything, but it is so absorbed
and assimilated that the exact expression is necessarily carried with it. <&•) Pebcbftion,
or the Relation among Sensations, is developed by the action of the mind upo* the raw
material furnished by Sensation, (c) Reason, or the Relation among Relations, is a
mental action still further removed from Sensation. Thus we see that where ideas or
thoughts are expressed in a sentence, and no sentence is without them ; learning by rote
does not absorb them. This method of endless repetition may temporarily memorise the
exact form of expression, but it scarcely ever assimilates any of the ideas. But Interrog-
ative Analysis compels the Pupil to absorb all the ideas, and thus he receives a vivid
Fibbt Ikpbession of all the operations of Perception and Reason, in regard to both of
which learning by rote gives no first impression at all. Its superiority to rote-learning ?s
obvious from another point of view. Learning by rote requires constant reviews, or the
acquisition is lost forever ; but after the Memory and Attention have been thoroughly de-
veloped, by having made and memorised many Correlations, what is then learned by In-
terrogative Analysis is permanently retained without review or any more pernoaK
Again : learning by rote requires a long time, and the method promotes mind-wandering*
but learning by Interrogative Analysis is rapidly done after the first trials and a little pre-
liminary practice, and it fortifies and strengthens both functions of the Attention to a
most surprising degree H and after a time the Pupil can, with practical instantaneousness.
comprehend the most complex and unfamiliar statements, and quickly memorise them.

137

I have received numerous Testimonials from Acton and Clergymen, stating that this
Method had been a revelation to them, for it ensured their rapid memorisation of their
parts or sermons and a clear insight into the meaning of all they learned ; from Lawyers,
averring that this Method had taught them how to examine witnesses, and draw from
them all the pertinent facts they knew, and to arrive at every possible construction of any
section of a Statute ; from Grammarians, stating that the practice of this Method had
taught them to realise the functions of the Parts of speech more clearly than they had
ever known them before; from Frivolous People who had never learned anything before,
declaring that this Method had taught them to think— and from all alike the statement^
comes : that this Method secures Comprehension and Ketention agreeably, uo matter
what the prose or poetry may be, and in very much less time than those results could be
secured by any method that they had ever known before learning my System. I will only
add, as an encouragement to the weakest-minded, that I discovered the Interroga-
tive Method in teaching an idiot to recite from memory the Lord's Prayer when all other
devices had failed.

Let the Pupil send me at least five sentences of his own selection, dealt with by him ac-
cording to Interrogative Analysis.

SURPRISING FIGURE MEMORY.

The following exercise is intended for all Pupils, but especially for
those who wish to deserve a place on the " Loisettian Roll of Honour."
Any man may much astonish his friends if he can say " write down
three figures," and then " three more," and so on until ten sets are writ-
ten down *, and then at once repeat the figures, both in threes and singly,
backwards and forwards. That you may do when you can quickly turn
figures into words together. Always manage that some time shall
elapse between writing down the different sets of figures, so that you
can translate each set into words and correlate the words together as
f ast as you make them, and then you can recite the figures without
delay ! This you can do by asking different persons to write down a
set, &a, &c. Subjoined is a series of twenty figure-words connected
by Synthesis and Analysis. Memorise the correlations, and then exer-
cise yourself in thinking the figure -words and saying the figures back-
wards and forwards.

DaMaoe. . . . hurt. . . .frightened .... white .... LiLies .... flowers .... Covent
Garden.... MaRT.... shop.... photographer's shop.... CaMena,... camel hair
....BaLD....SHaveN....red beard.... Rufus.... shot in a wood.... hide in a
wood. . . . aMBusH. . . . cocoa tree .... chocolate .... vaNiLla. . . . confections. . . .
cooked. . . . dressed. . . . DBess. . . . BOBeD. . . . coronation robes. . . . king. . . . viiciNG
....TalKiNG.... talk.... DiaLOGue.... after dinner....FRuiT.... sweets.... BaBy
Boy.... clothe .... CLove .... cloven.... MiTRe.... mighty.... Devil.... imp....
iMPisH. . . . demon.. . . aNGeL

136, 550, 841, 734, 951, 682, 480,

396, 825, 140, 491, 877, 177, 157,

841, 999, 758, 314, 185, 896, 265.

136550341734951682480396825140491877177157841999758314185396265.

Now write down thirty other figures, three figures at a time, trans-
late each set into a word or phrase, and then connect by Correlations of
your own : memorise, and repeat the figures both ways. This pre-
liminary practice will prepare you to ask your friends to write down 10
or even 20 or more sets of three figures each for you to repeat for-
wards and backwards from memory 1 1

138

PHARMACEUTICAL PREPARATIONS.

The following examples are intended to show the Pharmaceutical
Student how to memorise the preparations of the British Pharma-
copoeia. The proportion oE the aotive ingredient in the preparation is
indicated by a number- word ; the nature of the preparation (as powder,
tincture, infusion, &c.) to which this word refers, is indicated by the
initial letter of the number-word, according to the scheme given be-
low. If the student wishes to memorise merely the proportions of the
active ingredients, he will proceed as in the case of the waters, mixtures,
decoctions, «fcc. If he wishes to memorise not only the proportion,
but the time taken in making the preparation, he will proceed as in the
case of the Infusions. The same model will show him how to mem-
orise additional facts, exceptional cases, &c. If, however, he desires to
remember every preparation of a given kind in the Pharmacopoeia, he
will take as his model the scheme of the Confections. When it is found
how easily these figures can be memorised by my System, and when it
is remembered that the only other way in which such facts can be mem-
orised, is by sheer brute force of endless repetition, the Student will be
in a position to appreciate the value of my System.

The nature of the preparation is indicated by the initial letter of the
number- word, as follows :

Waters
Confections
Decoctions ...
Plasters ...

Enemas .

... W.

K sound.
D.
PI.

Tinctures (with rectified Spirit) T.
44 (with proof Spirit) St.

Glycerines Gl.

Infusions F.

Liquors ...
Ointments
Mixtures
Pills (bolus)
Powders
Spirits ...
Syrups ...
Wines
Liniments (rubbed)

... L.
Sh, J or G.
M.
B.
P.
Sp.
S.
V.
R.

Dill

Camphor

Carraway

Fennel

ClNNAMOM

Cherry laurel.
Peppermint )
Spearmint j"

Pimento
Rose

Elderflower
Chloroform

Aloes
Iceland Moss

WATERS— W. 1 in

, .dilatory. . Jazy. . . bed. . . garden. . . Weeds 10

, . camphor pilules. . . cold, .wipe nose. . . Wipe shoes 960
, . carry away. . . rubbish. . . Weeds 10

, . fence. . hedge. . box-edging. . garden. . . Weeds 10

.cinder... fire... water... Wave 8

. cherry tree. . . timber. . . sawyer. . . Wood-sawyer 1£
..mint... green peas... duck... web feet

. . . web. . .Weave loom 858
lw
Wedded son Hi
White 1

White 1

Winoes 200

. allspice. . . spliced. . . married. .
.white rose...

. operation. . . painful. . .

DECOCTIONS— D.

Decoctions... I in

.alleys. . .narrow street. . .blocked. . . Detains 120

.ice... snow... ball... Dance 20

130

Cinchona ... rink., .stone... hardware... dough... Dotage 16

Pomegranate ...hard stone... date stone... Dates 10

&o. &a

PLASTERS— PL.

Ammoniacum and Mercury... amateur... match... 1 in

plowing match... Plow a hill 5

Belladonna ...belle... beauty... Plain 2

Calefaciens ...warmth... fleece... pure wool... Plain wool 25

C antharides . . . Spanish fly. . Spain. . Malaga. . raisins. Plum 3

Brown Soap . . .Pears' soap. .Erasmus Wilson. . Play. .Will's son 5^

&c. &c.

ENEMAS— N.

•mr • { Grains in

Mass...maize...corn...grain... } each j^^

Aloes ...wean... baby... Nurse 40

Assafcetida ...devil's dung... Satan... Enemy of

mankind. . .Enemies 30

Sulphate of Magnesia... Epsom salts.. .Epsom...

grand stand. . . aristocracy. . . No roughs 480
ruffian... murder... Rufus (480).. .red hair... brunette...

olive brown... Olive Oil *
Opium ...poison... kill... Enemies 30

thirty... dirty... wash... water... Drop [thirty drops of Tinct. Opii.]
&c. &c.

INFUSIONS.
All Infusions are made with boiling water, except Chiretta and
Cusparia, which are made with water at 120° ; and Galumba and
Quassia, which are made with cold water. The time required to
make the infusion is given in minutes.

Infusion., .boiling water. .. egg-boiler. . . three minutes Minutes.

cold water. . . cold in the back. . . lumbago. . . C alumba
• lumberroom...no room... crush.. .squash.. .Quassia

.* ( less dense )
lc ? e l thick ice \

dense (120°) .. . dentist. . . bicuspid. . . Cusparia

pariah. . . India. . . Indian Bitters. . . Chiretta

INFUSIONS— F. Strength. Time.

Chamomile . . . camp. . . drill. . . Fence 1 in 20. . . dud 15'

Orange Peel ...peal... bell wire.. .wire

fence... " 1 " 20.,.duel 15'
Compound Orange.. Blenheim orange.. apple

. . . pine apple. . . pine. . . Mrs 1 " 40.. . taU 15'
Buchu . . . ewe. . . sheep . . . goats. . .

Gruyere cheese... Fancy 1 " 20... cheese 60'
&c. &c. &o.

* Each Enema contains 1 oz. of olive oil.

140

MIXTURES-M.

Grs. in 1 oz.

AmmoNIACUM . . . ammonia. . . smelling bottle. . . lady. . . Madam 13

Almonds ...almond cake., wedding cake., match. Matches 60

Cre asote . . . sickness. . . sea sickness. . . ship. . . Mate 1

Chalk ...prepared chalk., face-powder., lady.. Madam 13
Compound IRON... Iron & wood... iron clad... man of

war. ..Man a sail 2*5
Guaiacum . . . ache. . . headache. . . dirty head

. . . matted hair. . . Matted 1 1

Scammony Money 2

Compound Senna... biliousness... Mopish 96

192

Brandt

Opium

Matapan

. Brand's beef. . . no fat. . . Greece. . .

CONFECTIONS— K or C h " d .
. laudanum. . . toothache. . . Carious ) ^ . 40

carious. . . tooth. . .molar, .vgrind. . .powder )

poppy

(powderec

Pepper

...cayenne...

piper

pips

Hips

. . .hairy seeds. . . hair. . .

Roses

• . . rosy cheeked. . . apple.

wild rose

bramble

scramble

Scammony

. . .money-bank. . . Bangk

Cadiz

Comb
Core

common purgative
Senna ...senna tea... tea-caddy... Cadet " 11

brimstone and treacle
Sulphur ...furious... insult... "you Coon, sir" " 2£

hell fire

punishment

guilt

turpitude
Turpentine ...Dick Turpin... pistol... rifle... Corps " 74

141

POISONS AND ANTIDOTES.

Oil, milk, or any other fatty mucilaginous substances are used to
protect the coats of the stomach against the operation of oil of vitriol
and other acid and corrosive poisons : — Add. . . .curd. . . .curdled milk
milk. . . .butter melted butter. . . .oiL

Soap and Sulphide of Potassium are antidotes against arsenic and
other metallic poisons : — Metallic. . . .lick . . .cat-lick. . . .wash. . . .soap
. . . .potash-soap. . . .potassium. . . .sulphide of potassium.

Narcotic poisons are neutralized by vinegar: — Narcotics. .. .clock
ticks. . . .time. . . .age. . . .vintage. . . .vinegar.

Prussic acid is neutralized by alkalies and freshly precipitated oxide

of iron : — Prussic add sick. . . .lie down. . . .alkali. . . .lie on the side

....adds of iron.

Wine, brandy, coffee and camphor, are used to rouse those who have
taken laudanum or any other preparation of opium : — Opium. . . .opium-
eater. . . .intemperate .... brandy .... wine beverage .... coffee. . . .

cough cold camphorated spirit. . . .eamph&r.

Mucilage, camphor and oil, neutralize cantharides :— Cantharides
. . . .hair-grower .... bald .... age. . . . mucilage. . . .mew. . . .cat. . . .fur
camphor. . . .comfort. . . .ease. . . .smooth. . . .running. . . .oil.

Ten drops of ammonia in a glass of sugared water will sober a tipsy
man : — Drunk alcohol. . . .volatile spirits. . . .volatile alkali am-
monia to moan. ... to *Igh (10 drops) . . . .pathos. . . .sweet tears. . . .

sugared water.

In the case of every date-word that I give, as well as in regard to all
my Correlations, I earnestly advise the student to make his own, and
memorise them thoroughly, and send them to me for criticism, using
mine as examples or illustrations only.

The most abstract definition ever drawn up, is the following one of
Evolution, by Herbert Spencer. Let the Pupil, as an optional exercise,
send me his Correlations or Interrogative Analysis for cementing the
different parts of it together, and also for memorising the caricature,
and the citations from Mr. Spencer and Mr. Ruskin.

" Evolution is an integration of matter and concomitant dissipation
of motion, during which the matter passes from an indefinite, inco-
herent homogeneity, to a definite, coherent heterogeneity, and during
which the retained motion undergoes a parallel transformation."

[Mb. Kibkman's Travesty of the above.]

" Evolution is a change from a nohowish, untalkaboutable, allalike-
ness, to a eomehowish and in-general talkaboutable not-all-alikeness
by continuous somethingelseifications, and sticktogetherations."

44 Amid the mysteries which become the more mysterious the more
they are thought about, there will remain the one absolute certainty,
that he is ever in presence of an Infinite and Eternal Energy, from
which all things proceed. n — Herbert Spencer.

The following trenchant lines oontain Mr. Buskin's opinion concerning thoughtless stu-
dents of evolution :— " It is every man's duty to know what he to, and not to think of the

142

embryo he was, or the skeleton that he shall be. Darwin has a mortal fascination for all
vainly carious and idly speculative persons, and has collected, in the train of him. every
impudent imbecility in Europe, like a dim comet wagging its useless tail of phosphores-
cent nothing across the steadfast stars."

[Rbmabks. — (1) Evolution does not attempt to account for the Origin of the Univerre,
nor offer any hint as to how it is upheld and continued in existence from age to age. (2)
If, as is claimed, the above formula expresses the modus operandi of all astronomic, geolog-
ic, biologic, psychologic and Rociologic changes in their general course, it must be obvioui
that such multiform and widely unlike changes could not have taken place in conformity
to suoh a strict formula or Law, by mere accident / / / or even a concourse of accidents! !
This inference is very different from the ordinary argument from Adaptation. That ap-
plies to separate, individual cases. But this is universal, and it is exhaustive too. It
starts with origins (which are assumed), and follows the history of everything — worlds, in-
organic matter, organisms of all kinds, and mind too— and it proclaims that Evolution has
guided ceaselessly all their operations from the first without exception ! ! Hence, if Evo-
lution were established it would itself furnish a scientific proof of irresistible conclusive-
ness that the Universe and its Laws have had a Supreme Designer. (8) Meanwhile it is
clear that, in its highest sense. Evolution has, as Mr. Gladstone claims, been believed in
for centuries, and it certainly is exemplified in the cases of three speculative writers of
this century. John Stuart Mill, an Agnostic nearly all his life, finally evolved into a main-
tainer of Theism, as appears from his three celebrated Essays. Mr. John Fiske, the most
capable disciple of Mr. Spencer, has already evolved into a Philosophical Theist I ! See
his book, " The Idea of God, as affected by Modebn Kkowlfdge." Mr. Spencer, after
relying for years upon a blank, colourless, incomprehensible Unknowable, has at length
evolved into a believer in " the one absolute certainty of an Infinite and eternal Eft-
EBGY, from which all things proceed J I " There is more in this than might at first ap-
pear. Mr. Spencer has progressed (a) from the conception of an nncharacterisable, unan-
alysable, UNKNOWABLE, to the very definite idea of ENERGY, (ft) An Energy that is
Infinite and Eternal, (c) An Energy from which all things proceed, as their Creator or
Origin, (d) An INTELLIGENT Energy, if Evolution be true, since, according t» that
doctrine, everything whatsoever does not obey the impulse of Chance or Blind Fate, but
is always and invariably DEVELOPING in conformity to the speoiflo Mode and Direction
of Evolution I I I Should he fortunately survive a few years longer, may we not reason-
ably hope that this modern Pantheist will still further evolve, and at last become a believ-
er in the Infinite and Eternal God ? 1

The foregoing reference is justified here, because if, as is sometimes rashly claimed, Ev-
olution dethrones God, it would deprive Him of the glory of having created Memory— the
most precious gift to man — without which Life would only consist of present sensations,
and be devoid of any enjoyment in prospect or retrospect — with no materials on which im-
agination, Conscience, or Reason could operate, and without which Progress and Civiliza-
tion were impossible.

143

8t3F° NOTICE. — It is an achievement, grand in its results, to master
my System in its character as a Device for Memorising any facts What-
soever— but it is a grander achievement to master it as a System of
Memory-TRAINING, so that the Natural Memory becomes so strong
that it no longer requires the aid of my System as a Device for Mem-
orising. In this case, facts are united in the Memory by an Instantane-
ous Gordian Knot. To help secure this object, I recommend the Pupil,
before commencing this Lesson, to go over all the previous exercises
again, if he has not already memorised them thoroughly and in the ex-
act manner required by my instructions.

PART V.

THE INSTANTANEOUS GOKDIAN KNOT.

By Gordian Knot I do not mean the application of my System to numbers or geography,
or history, or any of the sciences in particular — bat I mean by Gordian Knot to express
the RESULT of my System of Memory-training. This result, if my directions are
thoroughly attended to, is such a strengthening of the natural memobt that facts are
held by it as firmly as if tied wit a the knot of Gordius— held without the use of my Sys-
tem as a device for memorising. In this lesson I aid the pupil by further exercises to
continue his memory-training, and I suggest further methods to help him do this rapidly
and usefully.

In Answers to Ever-Recurring Questions it is stated that my
System has been christened by my Pupils "Instantaneous Memory"
from the RAPIDITY with which whatever has been learned by it is
RECALLED. I can communicate in a personal interview, in the space
of one hour only, my entire Unique Theory "of Physiological Analysis
and Synthesis— together with the two grand features of my Original
System of Memory-Training, whereby the First Impression is in all
cases made most vivid, and its subsequent Revival made sure and im-
mediate, by MEMORISING examples of Analysis, and by making and
MEMORISING Correlations. After the Pupil has thus learned the
complete Theory of my System, he still needs to have a good deal of
practice to acquire the dexterity in its use which practice alone* gives.
Of course Pupils who learn my System by Correspondence have to Study
my Instruction Papers without any personal tuition, and although it is
no tedious process to acquire my System in this way, it is not learned
so quickly as where a personal exposition is given ; but it is still thor-
oughly acquired if genuinely studied ; and, in fact, many of my best
Pupils are persons whom I have never seen.

Now suppose a Pupil has correlated one " extreme " to " another ex-
treme " and has followed my invariable requirement in memorising the
Correlation, and he now wishes to recall the second " extreme," what
takes place ? Why, the moment he thinks of the first "extreme" the
second "extreme" instantly occurs to mind. There is no delay — no
pause — no summoning up of a story, and separating it into parts, and
making a vain effort perhaps to find out which was the " other ex-
treme ; " no attempt at recalling a mental picture, two-thirds of which
has vanished from the memory while the remaining third only serves

144

to pat you on a fake scent The application of my Method instantane-
ously recalls the fact which the Correlation had cemented to the first
extreme. If any hesitation ever occurs, it is sure proof that the Cor-
relation was not memorised in the thorough manner always insisted upon
by my System.

There is another result which, after the Lessons are finished, all my
faithful Pupils will be sure to find out in their future use of the System.
I have just adverted to the instantaneous RECALL of any fact properly
fixed in the mind by my System. I now allude to the MAKING of the
Correlation in the first instance.

I. — The more Correlations the Pupil makes, the more easy the mak-
ing of them insensibly becomes. Ninety-nine persons out of a hundred
are satisfied with making them with constantly increasing rapidity as
time goes on and experience accumulates. But many prefer to make
them slowly and thoughtfully, and they refuse to take any steps to be-
come able to make them rapidly. Such persons acquire the full power
of my System, except in the matter of time.

But, if they have occasion to make hundreds of thousands of Correla-
tions in a brief period in order to remember great masses of facts, they
can, if they follow my directions, save much time.

IL — The careful making of 5000 Correlations does not so much con-
tribute to the practically instantaneous forging of the memory- chain as
does the making and thorough memorising of 50. — Nor is this all—

III. — Hitherto, as the Pupil has had quite enough to do to acquire
the method of making Correlations, I have simply enjoined the mem-
orising of every one he makes. But the time has come to speak of the
proper manner of memorising them. The quick recital of the inter-
mediates of every Correlation both ways, whilst learning them by heart,
helps to impart the power to make new intermediates instantly. Here-
after this should always be done by all who would acquire the full power
of my System. Rapid repeating of memory-intermediates contributes to
rapid making of them. The time spent in attaining the ability of in-
stantly manufacturing memory-intermediates differs in the case of dif-
ferent individuals, according to temperament, and the painstaking be-
stowed upon always rapidly memorising t/ie Correlations.

IV. Those who may have found difficulty in making Correlations, can
soon overcome this difficulty by making a Correlator of 25 words con-
nected by In., Ex. and Con., every day for two weeks — analysing each
and memorising it — always connecting the first word in the second-day
series to the last word in the first series by analysis, so that in 12 days
he has made a Correlator of 300 words constituting an unbroken chain,
each word being united to the next either by In. , Ex. or Con. , and, the
whole memorised, he will thenceforth be able to make Correlations easily
and rapidly.

MEMORY ALMANAC.

Let the Pupil memorise the sentences that spell the Saturdays of the
months of 1886, and he can adapt them to other years.

When the first Saturday falls on the first day of the month, the sen-
tence "Do have dull Nanny Nebo " will apply, except to February

145

when it has only 28 days ; * in this latter case, the last word Nebo must
be left out.f

Does the sentence contain an entreaty? — u Do have dull Nanny
Nebo. " What is the point of the request ? — " Do have dull Nanny Nebo. "
What is the intellectual character of Miss Nanny Nebo ? — " Do have
duU Nanny Nebo." What is Miss Nebo's Christian name ? — " Do have
dull Nanny Nebo." What is the surname to which Nanny belongs ?
"Do have dull Nanny Nebo.' 1

When the first Saturday falls on the second of the month, the sentence
" Now, boy, touch a numb mouse," always applies. [When the second
day of February is its first Saturday, the sentence may be l ' Now, boy,
touch Nemo."] When is the request made to touch a numb mouse ? —
"Now boy, touch a numb mouse." Who is requested to touch the
mouse ? — " Now boy, touch a numb mouse." What is the boy requested
to do ? — " Now boy, tmich a numb mouse." Are all the functions of the
mouse in full activity? — "Now boy, touch a numb mouse." What
numb animal is the boy requested to touch ? — " Now boy, touch a numb
mouse"

When the first Saturday is the third of the month, this sentence ap-
plies — " My days take newer might." [Here the last Saturday is 31st.
In September, April, June and November, there are only 30 days. The
last word therefore must be disregarded or another sentence taken, as :
— "My ties deck Norah."] Whose days take newer might? — " My
days take newer might." Is it my days, months or years that take
newer might? — "My days take newer might." What is the action or
my days in regard to newer might ? — "My days take newer might."
Is it more recent or older might that my days take ? — " My days take
newer might." What newer thing do my days take ? — " My days take
newer might. "

When the first Saturday falls on the fourth day of the month, the fol-
lowing sentence always applies: — "Hero taught Davy Noel." Who
taught Davy Noel ?•— " Hero taught Davy Noel.'' What was Hero's ac-
tion in regard to Davy Noel ? — "Hero taught Davy Noel." What was
Noel's christian nnme ? — "Hero taught Davy Noel." What was the
surname of the man Hero taught ? — " Hero taught Davy Noel."

When the first Saturday falls on the fifth day of the month, the fol-
lowing sentence always expresses all the Saturdays of that month : —
" Will Dan daub a niche ? " Is any inquiry made here ? — " WiU Dan
daub a niche?" In regard to whom is the question asked? — "Will
Dan daub a niche ? " What untidy act in regard to the niche is in-
quired about ? — "Will Dan daub a niche ? " What is it which is asked
if Dan will daub ?— " Will Dan daub a niche? "

When the first Saturday is the sixth day of the month, this sentence
always applies : — " A shy dame knows a knock." What is the character
of the dame who knows a knock? — "A shy dame knows a knock."
What shy person knows a knock ? — " A shy dame knows a knock." Is
the shy dame slightly acquainted with or positively sure of the knock ?

* February has 28 days, except in Jeap year, which recurs every fourth year, when the
number of the year is exactly divisible by 4. In the latter case it has 29 days.

t When the sentence provides for one Saturday more than them is in the month in
question, all the Pupil has to do is to disregard the last word, or substitute another sen-
tence, as shown below.

146

* l A shy dame knows a knock." What is it the shy dame knows ? — " A
shy dame knows a knock."

When the first Saturday falls on the seventh day of the month, all the
Saturdays of that month are expressed by the figures which the follow-
ing sentence represents : — " A hack tore a naughty knave." . What tore
a naughty knave V — " A Jiack tore a naughty knave." What act did the
hack perform upon the naughty knave V — " A hack tore a naughty
knave." What was the character of the knave ? — " A hack tore a
naughty knave." What naughty person did the hack tear ? — " A hack
tore a naughty knave."

The dates of the first Saturdays in each month in 1886 are expressed,
in order, in this sentence : — No judge m&y delay my gamis/ier.

Let the Pupil allow his friends to take an ordinary almanack and
question him as to the day of the week that any day in any month of this
year falls on. And in subsequent years he can make his own Memory-
Almanack from an ordinary almanack by fixing merely the dates of the
Saturdays of each month. For 1887 the following sentence will answer :
They lie fow, way cringe &mid lo&m. He will find this Memory-Alma-
nack of great use to him if he learns it thoroughly.

There are many other methods of knowing the day of the week any
day in the year falls on. This is the most simple and easy, and does
not require a quick faculty of arithmetical calculation.

Knowing in this manner the first Saturday, even the non-mathemat-
ical mind that knows also the sentences expressing all the Saturdays
[and he can easily memorise them by the use of correlations or Interrog-
ative Analysis] , can instantly tell on what day of the week any day in
the month falls in this or any other year for which he has prepared and
learned the Saturday words. As some are accustomed to think of Mon-
day as the 2nd day, and others as Feria 2, it needs less thought to add
2 for Monday than 1, and so it is better that the days fixed by the fig-
ure-words be Saturdays rather than Sundays.

Example.— On what day of the week does the 29th of June fall ?

Answer. — The last Saturday of June is the 26th [Will Dinah daub
a niche.] ; Sunday is 27, Monday 28 and Tuesday the 29th. Again, on
what day of the week does the 15th of December fall ? The Saturdays
of December are '* Hero t&ught Davy Noel." The 15th is between the
11th and 18th. The 18th is Saturday, the 17th Friday, the 16th Thurs-
day and the 15th is Wednesday.

To tell the Day of the Week of any Date in this Century.

This may be done by Mentally going through the following little calculation :
Add together— The quotient of the last two figures of the year divided by 4 ; the re-
mainder of the last two figures of the year divided by 7 ; the number of the given date;
and an addendum (given below) for the month. The remainder of this result divided
by 7 will give the day of the week.

The following Correlations will help to the memorising of this :

Day of week... day of month...tonr weeks in month... result of division by 4...four
weeks and three (la,ya...remainder of division by 7. ..seven... number. ..number of date...
date-palm*... desert.. .silent.. dumb.. .addendum... add... add alt together... together... one
family..." we are seven"... divide by 7.. .unite.. .unity. ..strength... main force... remainder
is number of day of week.

May...Runny...ray...4
June... Junius.. .u«...0
July...lie...becl...inn...2
August.. .gust... howling wind.. .how.. .5
September. . .ember. . .ashes. .. wood. .. 1
October. . .octavo. . .hymn book. . .hy ran. . .3
November.. .gnomon... sundial.. .watcA... 6
December.. .dying year...adieu...l

147

Addenda for the months-
January.. .janitor.. .door.. .house.. .home.. .8
(January.. .Jan.. .Ann [2] lady...lady'8 pro-
posal... leap year)
February., .febrifuge.. .hutfe... 6
(February... 29th Feb.. .leap year ... leap...
heeJ...6.— If there is no remainder when
the year Is divided by 4, it is a leap year.)
March. .. Foot .. .sAoe.. .6
April.. .ape.. .Darwin.. .win... 2

Some examples will make the method clear :—

On what day was the 24th May, 1819, the date of the birth of Queen Victoria ?

Quotient of 19 by 4=4 ; remainder of 19 by 7=5 ; number of the date=24 ; addendum
for May=4 ; Total=87, which divided by 7 leaves 2. iniww, 2d day, i.e., Monday.

On what day was the 14th April, 1866. the date of the death of Abraham Lincoln ?

Quotient of 66 by 4=16 ; remainder of 66 by 7=2 ; number of the dates 14 ; addendum
for April =2 ; Total =84, which divided by 7 leaves 6. Answer, 6th day, i.e., Friday.

On what day was the 6th of May, 1821, the date of the death of Napoleon 1st ?

Quotient of 21 by 4=5; remainder of 21 by 7=0; number of the date=5; addendum
for May =4 ; Total =14, which divided by 7 leaves 0.

Notice that when there is no remainder, the day is Saturday ; therefore ; Aruwer=
Saturday.

Remarks. —In Synthesis, Predicating Correlation, and in this Lesson, I have given
numerous illustrations where numbers are involved. But my System, unlike Mnemonics,
does not find its special function to consist in its application to numbers. My System
applies wherever there are ideas, thoughts or impressions of any kind whatsoever to be
cemented together. I oonld have filled these three Lesson Papers with applications to the
Sciences, Practical Arts, &c., where numbers would have been involved only incidentally.
And, if my System is more powerful in one respect than in another, it is in learning by
heart prose and poetry, in mastering the entire circle of the Sciences, History, Sic.

Dealing with numbers is rather difficult to the beginner. So, in his interest, I selected
the examples I have presented, because they familiarise him with Dates and Numbers in
all their uses, and because also those examples offer the greatest possible variety of work
for practice, and because those examples are most useful for Mental, and especially
Memory Training , and finally, because of their great practical utility to all. At the
same time the Pupil has acquired the invaluable Art of Correlating. Hereafter, he will
make other applications of my System already provided for in principle in these lessons,
and hence, they will cost him no trouble to deal with if he has really mastered these
lessons.

Whereas, if I had filled these three Lesson Papers with applications to the Sciences
only, many would not have cared for such applications, and all would have found it
more difficult themselves to have applied my System to such examples as are contained
in these Lessons. I may also remind the pupil of the many applications I have already
made of it to cases where Numbers are not involved, and to the further fact that the
whole of the next and Last Lesson are taken up with matters where Numbers are not
brought into play.

THE HIGHER ANALYSIS AND SYNTHESIS.

I. — The following application of my System is extremely dangerous
to all who have not had thorough practice in Analysis. Those who have
not had such practice should not proceed further, until they have pa-
tiently analysed afresh the Presidential, Dough Dodo, and Heptarchy
Series, and ail my Correlations, as well as all their own ; or, what is
better still, until they have made a Correlator of 500 or 1000 words,
analysed it and thoroughly memorised it. It is only in one of these
ways that the Pupil realises the full power of the relations of In. , Ex.
and Con. And after this cultivation of the Memory to the quick appre-
ciation of these relations, even very weak ones become vivid to him. if
he make them himself. Sometimes, in the Higher Analysis and Synthe-
sis, a Pupil feels the connection most keenly, and yet it is impossible
for him to formulate the designation of what it precisely is.

Before applying the Higher Analysis and Synthesis to historical facts

148

it would be better to master at least one book of history in the manner
described in the next lesson. After that, in carrying on historical
studies, occasions will frequently occur for the application of In., Ex.,
and Con. to recorded facts. *

Inclusion embraces cases where the same kind of facts or the same
principles were involved, or where different events happened during
the same period ; or the same figures occur in different dates with regard
to somewhat parallel events. For instance, Garibaldi (the Italian), and
Skobeleff (the Russian), both great and recklessly patriotic generals (In-
clusion), and both favourites in France (Inclusion), died in the same
year, 1882 (Concurrence) ; Longfellow and Rossetti, both English-speak-
ing poets (Inclusion), died in the same year, 1882 (Concurrence).

See also examples, 1, 2, 3, 5, 6, 7, 8, 10, 11.

Exclusions imply facts from the opposite sides relating to the same
events, conspicuously opposite views held by the same man at different
periods, or by different men who were noticeably similar in some other
respect ; or antithesis as to the character or difference in the nationality
of different men in whose career, date of birth, or what not, there was
something distinctly parallel. What a vivid Exclusion there is here,
for instance: — The Patriarch Abraham died 1821 B. C, and Napoleon
Bonaparte died 1821 A. D.

See also examples, 2, 3, 4, 6, 7, 11.

Concurrences are found in events that occur on the same date, or
nearly so, even if they have not much else in common. Dr. C. Darwin,
who advocated Evolution, now popular in every quarter of the globe,
and Sir H. Cole, who first advocated International Exhibitions, now
popular in every quarter of the globe, were born in the same year, 1809,
and died in the same year, 1882 — double Concurrence. Many Coinci-
dences are Concurrences. For instance, on Sunday, 21st November, a
great meeting, called by agitators claiming to represent "the unem-
ployed," was held in Trafalgar Square, professedly to "stir up" the
upper classes to an appreciation of the want by the poor of work, wages,
and food. The collect for that day in the Common Prayer Book com-
mences with the words, * c stir up ; " the Gospel for the day records the
assembling of "a great company," and the asking of the question,
" Whence shall we buy bread that all these may eat ? " (John vi. 5).
The agitators allege that unfairly low wages are paid to match-box
makers, seamstresses, and other workers ; and in the first evening Les-
son occur the words, * ' I will be a swift witness . . . against those that
oppress the hireling in his wages" (Mai. iii. 5).

See examples 1, 3, 4, 5, 6, 7, 8, 9, 11.

As in ordinary Recollective Analysis, so in the Higher Analysis, one
case frequently includes two and sometimes all three — In., Ex., and Con.
Moreover, when two events are looked at together, there may be Con-
currence as to one pircumstance, Inclusion as to another, and Exclusion
as to a third.

Examples.

(1) Two renowned mathematicians, Euler and D'Alembert (who both
dedicated some of their works to members of reigning families), died in

* Similarly, Doctors, Lawyers, Clergymen, &c, &c, can apply these principles to
their own special cases.

149

1783 (JalAjo/ him). JVAlembert — who died in the year of the treaties
of Paris and Versailles (3 Sept. 1783), recognising the independence of
the United Slates of America, at the conclusion of a war in which the
FrenclL had sided with America — was born in 1717 (wood-cutting), date
of the foundation by the French of the city of New Orleans.

The former part of this example is a specimen of Inclusion, and the
latter of Concurrence.

(2) Two illustrious, uncompromising characters (Inclusion), both brill-
iant essayists (Inclusion), the one a representative of the music of the
future, the other of the obsolete polemic of the past (Exclusion),
Richard Wagner and Louis Veuillot were born in the same year, 1813,
and died in the same year, 1883 (*hey ha«e time — (hey hate fame).
The last point is a double Concurrence.

(3) Two foremost harbingers of modern thought (Inclusion), Voltaire
and J. J. Rousseau, died in 1778 (I think o/you) — (Concurrence). Both
gained for themselves the reputation of having been the most reckless
antagonists of Christianity (Inclusion). And still the one dedicated a
church to the service of God, whilst the other in his ' * Emile " wrote a
vindication of Christianity (Exclusion as to each of them, Inclusion as
to both of them).

(4) Albrecht Diirer (1440-1528), the famous realistic German painter,
died in 1528, and Paul Veronese (1528-1588), the great Italian colourist,
was born the same year (oddly enough). Both were painters (Inclusion) ;
one was the greatest of artists in black and white, the other famous for
his brilliant colouring (Exclusion). In the same year the one was born
and the other died (Concurrence and Exclusion).

(5) Lisbon was ruined by an earthquake in 1755 (hot coal-hole). In
that same year (Concurrence) the discovery of the ruins of Pompeii was
published to the world, thus reviving the recollection of the overwhelm-
ing of that city by a volcano. Both cities were destroyed by subter-
ranean disturbances (Inclusion); the ancient event became generally
known when the recent one happened (Concurrence).

(6) Galileo, founder of Modern Astronomy, born in 1564 (tall watch-
er) died in 1642 (a teacher won or (he journey) y the very year in which
Sir Isaac Newton was born. Galileo's theory was not proved but merely
made probable until the existence of the laws of gravitation was estab-
lished, and it ^ras Newton who discovered gravitation. This is an in-
stance of inclusion as to the men themselves, of Exclusion and Concur-
rence as to common date of birth and death.

(7) Two prominent Utterali (Inclusion), one a Frenchman, the other
an Englishman (Exclusion), well known for the pomposity and sonority
of their style of writing (Inclusion), were born in the same year, 1709,
and died the same year, 1784 (to gossip, take over) — a double Concur-
rence — Lefranc de Pompignan (pompous) — (In. by S.), Johnson.

(8) General Foy, an orator and artillery officer, fond of literature,
was born the same year (Concurrence), 1775 (tangle), as the orator (In-
clusion), Daniel O'Connell. He died in 1825 (divine Jaw), the same
year (Concurrence) as Paul-Louis Courier, who was also artillery officer
(Inclusion), fond of literature (Inclusion) and moreover, like O'Connell,
a violent pamphleteer (Inclusion).

(9) Haydn, the great composer, was born in 1732 (tongue of men), and
died in 1809 (the hea'y sob)\ this date corresponds to that of the birth
(Exclusion and Concurrence) of another famous composer (Inclusion),

150

Mendelssohn, who himself died in 1847 {devouring), the same year as
, ConnelL

(10) End of Augustus' Empire at his death, 14. End of Charle-
magne's at his death, 814. End of Napoleon's at his abdication, 1814.

This is simple Inclusion as to the empires, and Inclusion by Sound
as to the dates, " 14 " being in all, and " 814 " in two of them.

(11) Mary Stuart, for some time Queen of France, born in 1542 (to
learn) — 100 years before the death, at Cologne, of another Mary, Queen
of France (Marie de Medicis) — was married to the Dauphin of France
(afterwards Francis II.) in 1558 (dual life). This same date is that of
Elizabeth's accession to the throne. This date again coincides with the
death of the Emperor Charles V., and the commencement of the down-
fall of Spain, England's most powerful rival. Under this same Eliza-
beth, 1588 (rtiey leatfe a/ew) the great Catholic invasion was frustrated
by the destruction of the Armada, whilst 100 years later, 1688 (to sh&ve
off), a Protestant invasion (William III. 'a) was invited by the Parlia-
ment and welcomed by the people. Bunyan, the great Protestant
writer, died that very year.

Let the Pupil point out the In., Ex. and Con., in this example, as I
have in the others ; and send his analysis to me, accompanied by other
specimens selected as well as analysed by himself.

See page 160.

HOW TO MEMORISE MONTHS AND DATS AS WELL AS TEARS.

Pupils sometimes ask how months and days, as well as years, can be
memorised. They ought to see, from specimens already given, how to
deal with hours and minutes as well, if need be. We here illustrate
one method of dealing with months and days. The day of the month
on which any king came to the throne, and the length of his reign, may
be fixed thus : — For the name of the month take the equivalent figures
of the first two consonants, thus :— For January (Jan.) 62, February
(Feb.) 89, March (Mar.) 34, April (Apr.) 94, May (m-m) 33, June (n-n)
22, (62 having been already used for January), July (Jul.) 65, August
(Gus) 70, September (Sep.) 09, October (Oct.) 71, November (Nov.) 28,
December (Dec.) 10. For the day of the month keep always two
places, that is, where there is only one figure, prefix a nought : taking
(in the case of Henry L) for 5th, 05. Keep two places, in the same
way, for the years of the reign ; e.g. , in the case of Mary, 06. There
will then be no difficulty in distinguishing in the Date Phrase the year
of accession, the month, the day of the month, and the length of the
reign. Take the phrase in the case of William the Conqueror : * ' The
wise judge got through any day." Tou have already memorised the
Correlation between William I. (wit) and " the wise judge " (1066), and
have only to learn the rest of the phrase, " got "=71= hard c and t=
October. '« Through "=14, i.e. , " got through '» means ' ' October 14 "
and William I. dated the commencement of his reign from Oct. 14th,
1066. " Any day "=21, and reminds you that William I. reigned 21
years. In the same way you can extend the other date words or
phrases which you have memorised in connection with the English
kings. Here are some specimens : —

William I., 1066, Oct 14—21 yrs. . . .The wise judge got through any

day.

151

William II., 1087, Sep. 26—13 yrs... Deceiving is punished, Amy.
Richard L, 1189, Sep. 3 — 10 yrs. ...The day of hope is happy as amity

is.
Edward II., 1307, July 8 — 20 yrs. ...A damask shawl has often ease.
Mary, 1553, July 6—6 yrs. ...A tall elm-hedge less shews age.

Elizabeth, 1558, Nov. 17—45 yrs. ...Dual life inviting rule.
George I., 1714, Aug. 1 — 13 yrs. ...A Doctor walks a set time.
George IV., 1820, Jan. 29 — 11 yrs.. ..Toughness I shun on a bath day.
Victoria, 1837, June 20th ...Day of Maying known once.

These are awkward sentences, but can be easily learned by the aid of
memorised Correlations, or Interrogative Analysis.

ROMAN EMPERORS FROM JULIUS TO CONSTANTIN&

Roman emperors. . . imperial era. . . ear. . drum. . . beat. . knock (27). .. wound
. . .swelling. . . augment. . . Augustus. . . gusty. . . trim sails. .. rigging. . . tar (14)
. ..sailor... boatman... river... Tiber.. .Tiberius.... beer... pint.. .mug (37)...
cup.. .cup of flower.. .calix. ..Caligula... ligature.. .bleeding.. .blue blood
... aristocrat. ..rat (41). ..cat .. . claw. ..Claudius ... laud ... sing praises . ..
harp. . . lyre (54). . . musical instrumen t. . . fiddling. . . burning. . . Nero. . . row
. . . boat. . . ship (69). . .galley. . . Galba. . . albatross . . . ancient mariner. . . c arse
. . . oath. . . Otho. . . Othello . . . Iago . . . tell-tale. . . Vitellius ... us. .. we two. . .
sweethearts. . . kiss (70) . . . passi on. . . Vespasian. . . vespers. . . vestment. . . cope
(79)... coping... wall... wall of Jerusalem... Titus.... conqueror of the
Jews. . . conqueror. . .fight (81). . . brave . . . indomitable . . . Domitian. . . domi-
cile. . . house servant. . . footman. . .page (96). . . leaf. . . tender shoots. . . tender
nerves. . . Nekva. . , strong nerves. . . stout . . . beef (98). . . dinner-waiter. . . tray
...Trajan... tragic end... killing a pig.. .dead hog (117).. .pork.. .food...
fodder. . .hay., .hay drying. . . Hadrian. . . Adriatic. . . sea. . . unpleasant mo-
tion... to move (138)... immovable... chaste St. Anthony. .. Antoninus Pius
...pie... pigeon pie.. .shooting... to shoot (161).. .target... mark.. .Marcus
Aurelius. . . reliable . . . untrustworthy . . . thieves (180) .. . pirates. . . captain. . .
commodore . . . Commodus . . . commodious . . . cramped garret ...the beam
(193) . . . sunbeam. . . sunstroke. , . severe. . . Severus. . . severe trial.. . win your
spurs... knighted (211). ..knight... mediaeval horsemanship... caracole...
Caracalla . . . callous . . . care for nothing . . . nothing (217) .. . nought. . .
naughty... punishment... may cry... Macrin us... Rhine wine ...swallow
. . . oyster. . (or, Lucrine Lake. . . oysters). ..naUte (218). . . talk like a native. . .
gabble.. Elagabaxus... gab., conceited talk.. ask for more... 4 ' no, no, no "
(222).. .knowing... canny ...Scotchman... Sandy... Alexander Severus
...Bucephalus... fine horse... animal (235).. fox... run to ground.. .run him
in... Maximin... maxim... wise saw... sage... clever... "no muff 11 (238)...
furs.. .smartly dressed... gaudily dressed... Gordian... knot... ten knots an
hour... nearer home... nearer (244). ..farther... father of Alexander the
Great... Phllbp... lover of horses... harness... new rope (249). ..hanging...
drop. . . descent. . . Decius . . . decimate . . . destroy. . . annihilate (251). . . late. . .
early. . . cock-crow. . . cock . . . Gallus. . . gall . . . vi negar. . . crucify . . . nail him
(253). ..cruel death... valley of death... Valerian... (and cruel death...
gallows . . . Gallienus). . . valueless . . . chaff. . . no chaff (268). . . grain. . . pick
up grain. . . fowls. . . claws. t . Claudius. . . Claude. ..French painter. . . French
wines. . . negus (270). . . drink. . . drunk. . . reel .. . Aurelius. . . oral teaching. . .
coaching. ..in a coach (276). . . coach. . . bus. . . Probus . . . probe. . . feel for. . .
search. . . in vain (282) ... all is vanity . . . cares of life . . . Carus. . . caress

152

...never leave you... never (284)... never say die... Diocletian... die...
bullet... billet... message (306)... bulletins... constant messages... Constan-
tinb.

Let the Pupil send me his own Correlations for the above.

MEMORISING PROPOSITIONS IN EUCLID.

In regard to the Demonstration of Prop. 3, Book I. of Euclid, given
below, it must be noted that what I have offered, is done mainly to
help the Student to the comprehension of the Proposition, &c. I as-
sume he is studying alone, without a teacher's aid. If he clearly un-
derstands every link in the chain of Exposition and of the Demonstra-
tion, the recollection of them is practically assured. He can then
recite the Proof, etc., with the brevity and in the exact language of
Euclid if he prefers.

Enunciation. — *' From the greater of two given straight lines to cut
off a part equal to the less.*'

Its Memorisation. — Does the Proposition imply that we add to or take
away from the greater line V — "From the greater of two given straight
lines to cut off a part equal to the less." From which of the two lines
must we cut off a part ? — " From the greater of two given straight lines
to cut off a part equal to the less." How many given lines are there ?—
" From the greater of two given straight lines to cut off a part equal to
the less." Are there any particular lines in question? — "From the
greater of two given straight lines to cut off a part equal to the less."
From the greater of what do we cut off a part ? — " From the greater of
two given straight lines to cut off a part equal to the less." What kind
of lines are they from one of which we cut off a part ? — " From the
greater of two given straight lines to cut off a part equal to the less."
Given our two straight lines, what do we now proceed to do ? — " From
the greater of two given straight lines to cut off a part equal to the less."
What do we cut off from the greater line ? — " From the greater of two
given straight lines to cut off a part equal to the less." What relation
does the part we cut off from the greater bear to the less line ? — " From
the greater of two given straight lines to cut off a yart equal to the less."
To what is the part we cut off equal ? — " From the greater of two given
straight lines to cut off a part equal to the less."

Which are the two given straight
lines?— " Let AB and C be the two
given straight lines, of which AB is
the greater." Which is the greater of
these two given straight lines ? — " Let
AB and C be the two given straight
lines, of which AB is the greater."
What is required to be done with re-
gard to these two given straight lines ?
— "It is required to cut off from AB,
the greater, a part equal to C, the
less."

Construction, — From the point A,
draw the straight line AD equal to C. From what point is AD drawn ?
— " From the point A, draw AD equal to C." What straight line is
drawn from A equal to C ? — " From the point A, draw the straight line

153

AD equal to C." What is the length of AD ?— " From the point A;
draw the straight line AD equal to C." Equal to which straight line is
AD ? — " From the point A, draw the straight line AD equal to C."
How is a straight line drawn from a given point A, and equal to a given
line C ? — " From a given pointy to draw a straight line equal to a given
straight line.''' (Proposition 2.) What further use is made of the point
A ? — "And from the centre A, at the distance AD describe the circle
DEF, meeting AB in E." What is the radius of the circle ?— l< And
from the centre A, at the distance AD, describe the circle DEF, meeting
AB in E." What is described from the centre A and at the distance
AD ? — ' * From the centre A, at the distance AD, describe the circle
DEF, meeting AB in E. " Where does the circle cut AB ?— c ' And from
the centre A, at the distance AD, describe the circle DEF, meeting AB
in 2&" What is the position of the circle DEF, with regard to AB ? —
" And from the centre A, at the distance AD, describe the circle DEF,
meeting AB in E." Can a circle be drawn according to Euclid ? — " Let
it be granted that a circle may be described from any centre, at any dis-
tance from that centre." (Postulates.)

Hypothesis. — Then what about the length of the part AE ? — u AE shall
be equal to C. v Is this proved ? — " AE sJiall be equal to C."

Proof — What follows from the fact that A is the centre of the circle
DEF ? — " Because the point A is the centre of the circle DEF, therefore
AE is equal to AD." What is equal to AD ? — " Because A is the centre
of the circle DEF, therefore AM is equal to AD. " How do we know
that lines drawn from the centre of a circle to the circumference are
equal? — "A circle is a plane figure contained by one line, which is
called the circumference, and is such, that all straight lines drawn from
a certain point within the figure to circumference are equal.' 1 (Definition
15.) What else is equal to AD ?— " But C is equal to AD." How is C
equal to AD ? — " From the centre A % dram the straight line AD equal to
0." (Construction.) What two lines then are equal to AD ? — " There-
fore AB and are each of them equal to AD." What is the result ? —
" Therefore AE is equal to 6 T ." What is the length of AE as compared
with C ?— 4< Therefore AE is equal to C." How is AE equal to C ?—
" Things which are equal to the same tiling, are equal to one another."
(Axiom 1.) What two lines are equal? — " Therefore AE is equal

to a n

Conclusion. — From what straight line has AE been cut off ? —
" Wherefore from AB, the greater of the two given straight lines, a part
AE has been cut equal to C, the less." What is AE equal to ? — " Where-
fore from AB, the greater of the two given straight lines, a part AE has
been cut off equal to (7, the less. 11 Which is the required part ? — il Where-
fore from AB, the greater of two given straight lines, a part AE has been
cut off equal to C the less." Q. E. F. (=quod erat faciendum).

To memorise the number of the proposition, make a Double Inclusion,
the first consonant of which expresses the number of the Book and the
remaining consonant or consonants indicate the number of the Proposi-
tion : thus. Judge would mean the sixth Proposition of the sixth Book.
Then correlate this Double Inclusion to the characterising word [always
the principal or new point] of the Proposition itself, and memorise the
Correlation. In this way you can recite the Propositions of each Book
forward or backward without mistake, or instantly tell the number of
any Proposition and the Book to which it belongs, or on any number of

154

a Proposition of any Book being mentioned, yon can state at once the

Proposition itself if yon have memorised it.

B. L, P. 1*-Deed... deed-box... equal sides...EQUiLATERAL..."To de-

scribe an equilateral triangle, &c."
B. I., P. 2— -7*hen...thence...FJiOM.. ."Ft

From a given point, &c."

B. L, P. 3. — -Dam... to block up... blockade... Cut off...*' From the
greater, &c, to cut off, etc."

B. I., P. 4. — Wither... withered... Third..." If two triangles have, &c,
they shall also have their bases or third sides equal.''

B. I., P. 5. — TaU...long legged... equal legged...IsoscELES..."Th6 an-
gles at the base of an isosceles triangle, &c."

B. I., P. 6 — Dish... waiter... attendant... sub-attendant... Subtend... " If
two angles of a triangle be equal, &c, the sides also which subtend,
&c."

B. I. , P. 7. — DocA;. . .tail. . . end. . . Termination. . . Extremity. . . " On the
same base, &c, there cannot be two triangles having their sides which
are terminated at one extremity of the base, &c."

B. I., P. 8. — Dot>e...Hurlingham...lawn tennis... contended by two sides
...Contained by the two Sides... "If two triangles have, &c, and
likewise their bases, &c, the angle which is contained by the two sides,

B. L, P. 9. — Dip... compass needle... quadrant... Rectilineal Angle...

" To bisect a given rectilineal angle, <&c."
B. I., P. 10. — Z>ate*...leap years... bissextile... Bisect a Straight Line

... "To bisect a given finite straight line, 11 &c.
B. I., P. 11. — Dotted... dots... full points... points in the book... Point in

..." To draw a straight line at right angles, &c, from a given point in

the same."
B. I., P. 12.— Oufcfone...done without... Point without..." To draw a

straight line perpendicular to a given straight line, &c. , from a given

point without it."
B. L, P. 13. — Diad em... diamond... gem... cat's eye...* Either... "The

angles which one straight line, &c, eitlter are two right angles, &c."
B. I. , P. 14. — Theatre. . . tragedy. . . tragic. . . touching. . . Adjacent. . . " If at

a point, &c, two other straight lines, &c, make the adjacent angles,

&c."
B. L, P. 15. — Total... teetotaler... firm step... upright.. Vertical... 4 'If

two straight lines cut one another, the vertical, &c."

DERBY WINNERS.

PRIVATE and FUBLIC MEMORIES.— Many persons whose memo-
ries are reliable in Private, seem to lose all control over their recollec-
tive powers in the presence of their friends. This is owing to mind-
wandering and nervousness. These infirmities can be completely cured
by doing Memory-feats in the presence of others. Let the Pupil who is
anxious to attain the FULL POWER of my System recite the Knight's
Tour, The Boat Race, Ratio, and Derby Winners, at least 20 times-
each of them — before their friends or acquaintances. This practice will

* The diphthong el is sometimes pronounced like long 6 and sometimes like long u
Here I adopt what seem* to be the better usage, and I pronounce it as long I, making a
perfect In. by S. with caVa-eye.

155

strengthen their continuity, overcome nervousness, and make them un-
derstand the real nature and character of my System, and enable them
to apply it readily to new and hitherto unsuspected cases. And let the
Pupil hand the Listener only the papers that contain the unsolved prob-
lems —not the papers that explain how these feats are done. They should
let them see the paper containing the Knights Tour only — tho Figures
and Facts of the Boat Race and Ratio only — and the List of Derby Win-
ners and their Dates only. Below, the Derby Winners from 1780 to 1700
are correlated to their date-words. The Pupil will find it a good exer-
cise to select Date-words for the years from 1791 to 1886, and correlate
those and all the Derby Winners together as I have correlated the first
ten. Those who hate racing and its concomitants, and I fully endorse
all their condemnation of racing immoralities, must acknowledge that
this is an incomparable series for practice in making and memorising
Correlations.

Derby... Derby dog.. .dog face (1 780)... hang-dog-look... villain. ..deep-
dyed... DlOMED.

Vat (1781) ... vaticinator . . . prediction . .. foretelling eclipse.. . Young
Eclipse.

Fan (1782) . . . cool. . . blood-heat. . .blood. . . Assassin.

Foam (1783).. .sea... salt. .Saltram.

Fire (1784). . .rifle. .. volunteer. .. Sergeant.

FaU (1785). .apple. .William Tell. . Aimwell.

Fish (1786). .bait. . " gentle " . .gentleman . .Noble.

Fag (1787). .fagot, .fire. .peat. .Sir Peter Teazle.

Fife (1788). .fife and drum, .soldiers, .massacre. .Sir Thomas.

Fig (1789). .watch, .watch-dog. .Skye terrier. .Skyscraper.

As the years follow each other without interval there is no need to
correlate them together. The name of the horse is correlated after the
date-word.

The names of the horses and dates will be found on the enclosed slip.
In Whitaker's Almanack for 1885, p. 353, is a list of Derby Winners,
with names of Jockeys and Owners, from 1864 to 1884.

When he knows the names and dates of the horses, the Pupil can, if
he likes, correlate to each horse the name of the Jockey. Thus, for
1883 : — St. Blaise. .Fire. .coal, .origin of coal. .C. Wood; and to Wood,
the Jockey's name, he can correlate the name of the Owner, Sir F.
Johnstone, thus : — Wood . . Forest . . rest . . hist resting-place . . tombston e . .
Sir F. Johnstone. And similarly he can fix in his memory the names
of the other Jockeys and Owners.

LEARNING LEDGER FOLIOS, CHEMICAL FORMULA, &c.

If a book-keeper wishes to learn the number of the ledger page where
the name is entered, he at once correlates the name to the word that
translates the figures that express the number of the page. But, in the
case of the same name being entered on several different pages of the
same book, he correlates the name to the words that successively express
the different pages. But suppose the more difficult case of there being
several different men, having the same name, as a dozen Browns, a
dozen Smiths, &c, &c. what is he to do ? A reperusal of the explana-
tion of Double Inclusion, &c , in Synthesis, will give one out of the

158

many ways that lie oould resort to memorise the pages. Suppose the
Smith of Edinburgh is on page 941, the Smith of Liverpool on page 53,
and the Smith of Birmingham on page 745. He at once makes a word
beginning with 8 to tell him it is Smith, and having as its remaining
consonants letters which translate the number of the page. " Support"
is therefore the Edinburgh Smith, on page 941 ; " Siloam " is the Liver-
pool Smith, on page 53 ; and "Squirrel" is the Birmingham Smith, on
page 745. And if he doubt his natural memory, he correlates " Edin-
burgh" as the "best known" to " support," thus: EDINBURGH..
burglar, .transportation... SUPPORT : LIVERPOOL, .pool... SILOAM;
BIRMINGH AM., burr. .nut. .SQUIRREL. Or, if the Browns and
Smiths, &c, &c., are all in the same city where he resides, he can use
the name of the street as the " best known " and correlate that to the
homophone as above that tells the name and the number.

Similarly, a Pupil could deal with a Chemical Formula, like Quinia
=iC 90 , H a4| N 2 , 2 . He could make a word beginning with the Symbol
of the chemical element, while the remaining consonants of the word
spell the figures attached to that element. C 30 would make Cane*, H M
would make honour, N 2 would make Nu%, and O a would make One.
By correlating these words together, and memorising the Correlations, lie
can at once restore the Formula from memory: [QUINIA. .quinine..
cat-o y -nine tails, .lashes. .CANES, .caning, .disgrace. .HONOUR, purity
..NUN. .none. .ONE]. And whatever the complication might be, he
can always readily deal with it — for instance, suppose there are num-
bers both before and after such Symbol, as 3 C™, 10 H 24 i 2 N 2| and 7 5 ,
these would be translated into : My Canes, Dishonour New Nun, and
Coy One.

MULTIPLICATION TABLE.

Continued as far as 13 times 24.

In memorising this extension of the ordinary multiplication table, it
is not necessary to notice the figure 1 before the 3 of 13 and in the other
4 * teens," as the learner of course knows it must be repeated every time,
and does not need to remind himself of it ; therefore, kt maim" may
mean " 3 times 13 " instead of " 3 times 3 ;" " mummy " may mean
" 13 times 13 " instead of " 3 times 3 ; " and MaNOR, 13 times 24.

NuMb...

twice (1)3 is

MaiM...

3 times (1)3 is

ReaM...

4 times (1)3 is

LOOM...

5 times (1)3 is

JaM...

6 times (1)3 is

GaMe...

7 times (1)3 is

PuMe...

8 times (1)3 is

) teeth chattering. . .
} mutilate... devilish..
) paper... white...

} bread and jam... breakfast..,

/cricket...

) rage... passion..*

gNaSH
2 6

iMP

LawN

5 2

SHawL
6 5

coFFee

7 8

BaT

9 1

1 04

BOaM

9 times (1)3 is

DisicaY...

10 times (1)3 is

DiadeM. . .

11 times (1)3 is
auTONoMy...

12 times (1)3 is

157
" own eye "... tooth
appalling. . . death.. .
i stage king...
economy. . . thrifty. . .peasant. . .

;

\[ stone box... toy box...

blind... deaf...
i 1 dining table...
> safety match. . . safe...

MaMmy.
(1)3 times (1)3 is s

HoMeR...
(1)3 times (1)4 is

HeaL...
(1)3 times (1)5 is

MatCH
(1)3 times (1)6 is "
Mica...
or, Macaw,
or, MeeK...
or, oMeGa.,
(1)3 times (1) 7 is.

"muff"... ) soft youth... love...
(1)3 times (1)8 is \

mob. . . ) crowded. . . Noah's Ark.

(1)3 times (1)0 is J"

MiNCo . . ) cnt small. . . small cuts.

(1)3 times (2)0 is J

) market day. . . profits. . .

I glittering... bright...

vivid soarlet. . . bright. .
► cowed. . . stray dog. . .

end... end of life...

MoNDay...

(1)3 times 21 is

MiNioN...

(1)3 times 22 is

amMoNium...

(1)3 times 23 is

Man or...
(1)3 times 24 is

The Pupil will find it a good exercise in the use of the Figure
Alphabet, and of Synthesis, to continue this table to " 24 times 24."

) mean favourite... tricky...

) ammonia. . . pungent. . . pickles. .

) farm..

.sheep..

TeeThiNG
1 1 7
DeMise
1 30
DRaMa

14 3
TiLLaGe

15 6
ToysHop
16 9
DeaFeN
18 2
TaBLe

1 95
uNSaFe

20 8
NooNDay
noon Day

UNOWNCD

NiNeTy

2 2 1
eNaMouR

2 3 4
NewaRK
2 47
NotCHes

2 6
iNCoMe

273
kNavisH
2 8 6

"NaBOB"

2 9 9

MUTtON

3 12

EXPLANATIONS OP THE MACREADY ANECDOTE.

The student must exercise his judgment as to what is the best Jcnovm
to whioh he will Correlate an isolated fact. In the anecdote men-
tioned in a foot note* to Comic Lecture on Mnemonics, the actor

* The following anecdote is taken from the Eba Almanack, 1882, p. 86.— The Actor,
whose name was Taylor, could not remember the name assigned him in his part in the
play. We shall see how Mnemonics helped him !

Association op Ideas.— Macready was once victimised in Virginiua. The Numitorius
could not remember his own name. " You will remember it, Sir," said the tragedian,
carefully pronouncing it for him, " by the association of ideas. Think of Numbers— the

158

should have correlated the word " Numitorittfl," which he could not re-
member, to the word "Uncle" as the BEST KNOWN that preceded
it, which he could remember, or to his " cue " the word " Question/'
thus:

UNCLE [2] Nephew \Y\ Ton [11 You knew— NTJ-mitorius. Or,

UNCLE [2] Niece [1] Neat [1] Neat and New [1] A new mitre ore us [1] NU-mitorius.

Or,
QUB8TION [1] Wants to know [1] Know [1] Knew [1] knew my story [lJNU-initorius.

Or,
QUESTION [1] Quest [1] Guessed [1] Knew [1] Knew a mighty Tory ! [1] NU-mitorius

Had the actor memorized either of these Correlations, he would not
have forgotten Numitorius in his performance. In all similar canes
mere In. by sound, like the word " Numbers " which Macready pro-
posed, and which is really not a genuine la. by sound, is no service to
a poor memory. — A Correlation alone suffices.

To any conceivable "Isolated Fact" you can find a Best Known to
which you can correlate it, and thereby always have it at command.
This is true, even in cases of anticipatory memory. Instead of tying a
string round your finger to remind you to buy something when you get
to the bazaar, and when you get there forgetting to notice the string or
forgetting what the string was intended to remind you of, correlate the
name of whit you wish to purchase to the name of something you are
sure to think of at the place you are going to, and memorise the Corre-
lation. When you see the Best Known, the thing you correlated to it
will at onoe occur to mind. I will add only one more illustration : A
commercial traveller was in the habit of putting his watch under his
pillow, and also in the habit of forgetting that he put it there ! After
losing two watches in this way, he came to me to improve his memory,
and asked me if my System could aid him to think of his watch and
where he had put it. «' Infallibly," I replied, "if there is anything yon
can mention which you are certain to think of when you get up. such as
boots, trousers, hat, Ac." "There is one thing," he rejoined, "lam
more certain to think of than any article of clothing. I always think
what a shame it is I have to get up. " " Well, you are sure to think of
the words ' get up ' ; that then is your Best Known, Affiliate the word
watch to it— thus 'GET UP '—Spring up— Watch Spring— WATCH."
After a tour of four months he reported he had always thought of his
watch the moment he awoke.

THE LOISETTIAN "WATCH.

(1) The following is a provisional method to aid m keeping future
engagements : —

(2) First arrange and memorise Equivalents for the hours from 6a.ni.
to 6 p.m., or later for each future occasion whenever he requires to re-
member engagements ahead — by Synthesis before noon, and by Analy-

Book of Numbers." The Nnmitorins did think of it all day, and at night produced,
through " the association of ideas" the following effect—

NumiUtriue—'- * Where is Virginia ? Wherefore do you hold that maiden's hand ? "

Claudius — •* Who asks the question ? "

Nwnitoriu8~ ** I, her Uncle— Deuteronomy 1 "

159

sis after, thus: 6 a.m. ..sick. .Doctor; 7 a.m. ..Severn.. River ; 8
a.m. . .eat. . .loaf. . .Fishes ; 9 a.m. . .ninepins. . .Pincushion ; 10 a.m. . .
tender. — beef. . .Knife ; 11 a. m. .. leaven... bread. ..Oven. Noon. 1
p.m. . .Wonder ; 2 p.m. . .Tool ; 3 p.m. . .Three-decker ; 4 p.m. . .
Forearm; 5 p.m. . .Fives; (5p.m. . .Sickle; 7p.m. . . Sevensiiooter ;
8 p.m. . .Eight-oared boat ; 9 p.m. . .Muses ; 10 p.m. . .Tentacles,
&c. Half hoars could be indicated thus: 64... Diploma [Doctor's
Diploma] ; 7£. . .Mouth [River Mouth] ; 8*. . .Net [Fishes, Net], &c.

Let the Pupil make and memorise Hour •Equivalents for each future
occasion when wanted, so that he oan repeat them in connexion with
the hours they respectively stand for with the greatest speed both ways.

(3) Now suppose he wishes to do some special thing at each of those
hours to-morrow, or at only one, two or more of them. Correlate the
Hour-Equivalent to the thing to be done at that hour, and memorise
the Correlation. The last thing before going to bed to-night ; and to-
morrow morning, when he first wakes up, let him go through the Hour-
Equivalents and revive what he had correlated to each of them. And
when the clock strikes 6, 7, &c., he will think or leave the means of re-
calling what he had yesterday desired that he should do at that hour.
To give a few illustrations, I append —

6 a. m. , Doctor . . pill . . silver coated . . New coat.

7 " River ..rivulet, .let go.. Permission.

8 " Fishes ..scales, .counter. . Shop.

9 " Pincushion ..pin.. spike, .bill-file.. Office.

10 " Knife . . assassin . . death . . life . . Life insurance.

11 " Oven ..door., lock.. Key.

(4) After considerable practice, he will to-morrow think of the special
things, even without correlating them to the Hour Equivalents. The
reason is that he has created a Habit of pre-adjustment of mind to a
certain class of future events. The soldier sleeping in camp will not
awaken when his name is called out loudly ; but, if u turn out " is
spoken quietly, it will arouse him, because to that sound his faculties
are specially pre-adjusted. Similarly, when the Hours of next day
arrive, my Pupil will spontaneously recall what he had resolved to do
at that hour. During my busy season, I make daily 20 to 50 engage-
ments for the future. I make no memoranda and I never forget the
day nor the hour. And it is the same with my diligent Pupils.

(5) This " Watch,' ' which never tells the time of day [that is left to
the metlianical watch or clock], is a mental Event-Reminder, and it
only serves to call to mind what you had planned to do as the hours ar-
rive. It is never wound up, unless the future event is correlated to the
Hour-Equivalents, and recalled several times, and especially on the day
the event is to happen.

LATITUDES AND LONGITUDES.

The method of dealing with Latitudes and Longitudes would be sim-
ple enough if there were not two kinds of each ; yet this difficulty van-
ishes if we treat North Latitudes and East Longitudes as ordinary
figures, and resort to the special device of using figure-words beginning
with an S to denote South Latitudes and West Longitudes [and no
special device would be needed if we realized exactly what part of the
Globe each place occupies] .

160

1. Constantinople is North Latitude 41° [readp] and East Longitude
28° [knave]. Constantinople .. constant., always ready ..ready...
red. .blood red... assassin... knave.

2. New York City is North Latitude 40°52' [hone line] and West Lon-
gitude 73 °59' ] scheme all happy] . New York City. . . Manhattan. . . hat
...band...Une...a horse line... steam horse... railway... submarine railway
...scheme all happy.

3. Sydney, South Latitude 33°51' [Simoom light] and East Longitude
151 °1 1 ' [dull eyed idiot] . Sydney. . . antipodes. . . anti .. . against. . . disaster
sighs... Simoom light... light... eye... dull eyed idiot.

4. Rio de Janeiro. South Latitude 22°54' [sea onion healer] and
West Longitude 43°9' [swarm by] . Rio de Janeiro. . . row. . . garden bed
...onion bed... sea onion healer. ..cough healer... honey... bees... swarm ay.

By Let the Pupil note that we always give the Latitude first and
Longitude last. Sometimes a compound date- word will express the
Latitude and Longitude together. " A ready knave " would have an-
swered in the first example, &c.

THE HIGHER ANALYSIS AND SYNTHESIS
APPLIED TO LAW.

I. — See page 147 for remarks on Higher Analysis.

II. — The relations involved in the Higher Analysis and Synthesis are
between sentences or propositions. And, although the* relations are
sometimes Analytic, yet, usually, they are Synthetic, made up of one
or several intermediates, yet it is often extremely difficult to indicate
them in detail. The mind feels them, as it were, but cannot always
exactly define them or point them out to others, because they are often
so complex and subtle. This extension of ordinary Analysis and Syn-
thesis can only be effectively made by those who conceive the relations
themselves. It is never, or rarely, felt or appreciated in the case of the
work of others. And yet this Higher Analysis and Synthesis is of im-
mense power in cases practically unmanageable by the unassisted Natu-
ral Memory.

III. — Suppose a Law Student wishes to memorise the following:—

Married Women's Pbopebty Act.
33 & 34 Vict., c. 93.
Here are four things to be connected in the memory. He has to
remember. (1) The Title of the Act [Married Women's Property
Act], (2) The years of the Parliamentary Session in which it was
passed [33 & 34], (3) The name of the reigning Sovereign [Victo-
ria] ; and (4) The chapter (c.) of the Act [93]. If a Pupil has one
or five hundred of these Acts to fix in mind, together with the
highly technical symbols used, he will need genuine aid, and this
is what the Higher Analysis and Synthesis offer him.
IV. — The first thing we do in dealing with a memory task is to re-
duce the memory problem to its lowest terms, to minimise as much as
possible the work to be done. (1) Now we see in the symbolic repre-
sentation of these Acts [33 & 34 Vict., c. 93], that the number of the
chapter [c] always comes last. Hence we can use a word to express
that number, and we can safely omit the word " chapter," as the last

101

number can mean nothing else. (2) If we express the Sovereign's name
[by itself and number, or by its Homophone or Double Inclusion], in
all other cases, we can safely omit the Royal name in the case of the
Victorian Acts, as we know, from the omission of it, Victoria's must be
understood. (3) To express the number of the chapter or of the year
or years of the reign, we can use words expressing the figures exactly,
or words containing four or more sounded consonants of which we con-
sider or reckon only the first tioo, and where there are three figures we
will generally use words expressing three figures only. (4) Many simple
devices can be used — as, for instance, to express the 6th & 7th of the
Victorian era. we could use the word Showing ; the 67th year could not
be meant, as that number has not yet been reached, and therefore it
must mean the 6th & 7th. And sometimes any of the above or other
devices may, in special cases, be violated, rather than reject a good
memorising phrase, as, " Humbug " might be used to express 3, when
otherwise it would mean 897, according to the above. To express the
29th year of reign, " iVo&ody " could be used, as it could not mean 291.
V. — Let us now deal with 33 & 34 Vict., c. 93. We have seen that we
can safely omit Victoria and chapter, or its abbreviation c. All we
have to do then is, turn 3'i & 34, and 93, into a phrase that will sustain
a synthetic relation to the words or title of the Act ; viz., *• Married
Women's Property Act." As this Act is in defence of married women's
rights, it is in their hands a defensive weapon, a boomerang if you
please ! And, as Mamma would be understood to mean a species of
married woman, i.e. a married woman who is a mother, the following
phrase will express the title of the Act by In., and its symbolic expres-
sion, and will be readily remembered :

jtfamma's marital boomerang ! !

3 3 & 3 4 [Vict c] 9 3.

VL Married Woman's Property Act, 1874.
37 k 38 Vic, c. 50.
Make Zess quarrelling t

3 7 |& 38 Vic, c] 5 0, (18)7 4

VII. Habeas Corpus Act.

31 Oar. IL, c. 2.
Might cam annoy.

3 1 [Charles II. c.]2.
When right or wrong doing has succeeded in puttiag a man in prison,
this Act is available for his relief. This memorising phrase is a case of
Ex., between the title of the Act and the translation of the figures and
symbols.
VIIL Naturalization Act.

33 Vic, o. 14.
Members transformed.
8 3& 14.
As naturalization transforms citizens of Foreign States into English
citizens, this fact is suggested by In. by the above memorising phrase.
IX Libel Act.

6&7 Vic, c 96.
Shoving Pitch.
6 7 9 6.
11

162

X. Statute op Frauds.

29 Car. II., c. 3.
Nobody can huj/ibug.

XI. Charitable Trustees Incorporation Act.

35 & 36 Vic, c. 24.
Jf iHeuium much nearer !
As charitable societies are designed to ameliorate the condition of the
people, the result is suggested by In. , in the opinion of very sanguine
persons, by the above phrase.

XII. Judgments.

1 &2 Vic,c. 110.

To know idiots I

1& 2 [Vic.,c], 1 10.

Those who think that people who go to law are little better than

fools, must hold that the Judgments of the Courts enable us to know

the idiots !

XIII. Public Parks Act.
34 & 35 Vic, o. 13.

Jforbid multitudes demonstrating.
3 4 3 5 [Vic, c] 1 3.
For a pupil who knows the effect and tenor, the contents of the Stat-
utes, it would be only the work of a few hours to frame phrases to en-
able him to remember the Title, Dates, &c , of hundreds of them. I
was told that this Act was designed to give policemen new powers to
prevent rioting in Public Parks. If this is so, the above phrase is very
appropriate. If it is not. the intelligent Pupil can easily frame another
in its stead. In fact, this kind of work is not only very interesting,
but very easy, if the Pupil understands the object and meaning of the
Acts.

XIV. Flogging Garotters.

26 & 27 Vic, c 44.
"Enjoy a whijiing roar.

26 2 7 [Vic, c] 4 4.

When garotters are brought out of their cells to be flogged, they are
said to whine and beg piteously, but when the lash is applied, they
roar vociferously.

XV. Government Stock Bound by Judgments.

3&4Vic, o. 82.
My airy venture !

3 and 4 [Vic, c] 8 2

A judgment debtor who had investe/1 money in Government Stock,
hoping thereby to defeat the claims of his creditors, well might say,
My airy venture !

XVI. Statute of Distributions.

22 and 23 Car. II., c. 10.
If one ?iimbly u can" distribute.

2 2 and 2 3 Charles II., c. 1 0.
There is sense in this phrase, considering how tediously slow courts
moved. Besides, it contains an In. by S. ; yet this is quite sufficient

163

with sentences as with words only, if the Pupil has strengthened his
memory by using my lessons as a Memory-Trainer.

XVII Intestates, Distribution of Effects of.

Uas. IL, o. 17.
i)oa" June " outing !
1 Jas. II., c. 1 7.

I have dealt with this Act as a mere crammer would, who merely
commits to memory and cares not at all to •understand his subject ! ! *l
There is here no relation between the Title of the Act and the phrase
used to help to retain it. In this case, the title must be correlated to
the phrase, and the parts of the phrase correlated together, in some
such way as follows : Intestate. ..will not made. ..made . ..done. . .Do
. ..perform . .. Juniper. ..June . . .sixth month . . .sick monk . . .indoors. . .
outdoors. ..Outing. No amount of repetition could fix these sentences
so quickly and so permanently together as correlations memorised. But
the true way to memorise these Statutes is to know their meaning and
purport, and then it is an easy thing to make appropriate phrases that
will never drop out of memory.

[In XVII., one year only is mentioned (1) ; but in XV.. two years
are given (22 and 23). If pains are taken to secure recollection of the
one-year cases, there will be no need to deal with more than one year
iu the two-year oases. You will know that another year is to be added
—that is. the next higher. This makes the translation much more easy.]

Those who would like another method of memorising the Titles and
Dates of Statutes, can in memorising, for instance, " Statute of Frauds,
29 Car. II. , c. 3," use the Doable Inclusion Can for Charles II., trans-
late 29 into Niobe, and 3 into Hum ; and Correlate thus :— FRAUDS. .
conjuring tricks . . inexhaustible bottle . . CAN . . waterpot . .water., tears . .
NIOBE. .grief, .outcries. .HUM. Of course, he could in all such cases
try to construct a sentence, usually awkward, like : ( * Frauds can nab a
hymn ; " but the parts of such a sentence must be correlated together
and thoroughly memorised as FRAUDS, .cunning devices, .canny . . CAN
. .receiving vessel . . catch . . NAB . . " nablight " . . light . . trifling . . serious
..HYMN, else it might escape the memory at the very moment it is
wanted. Take the case of "Estates Tail. Stat. De Donis, 1JJ Ed. I., c.
1." Translation of formula : — %i A dumb eddy too." Estates tail . .tailor
..cutter. ." out off", .no gift, .donum. .De Donis... destroy... speechless
..." A dumb EDDY too." Take the case of "Statute of Uses, 28 Henry
VIII., c. 10." Translation of formula:-— "Knock (27) a hire (Henry
VIII.) twice " (c. 10)... Uses... service... silver service... silver knocker...
"Knock a hive twice."

Suppose it is the sense of a case, instead of the title of a Statute,
which he wants to remember : for instance, the leading case on Ease-
ments, " Sury v. Pigott," in which it was decided that a right of water-
course is not extinguished by unity of seizin of the two properties be-
tween which the navigation runs, whereas a right of way is unless it be
"a way of necessity," also that the length of enjoyment which gives a
prescriptive right of way by land or water is 20 years. Correlate thus
—Basement... well meant.. .ill meant... surly... Sury. ..too sure...obstir
nate... pig -headed... Pigott... hot pig.. .boiled pork.. .boiled in water...
W ate it . . fire and water. . . Extinguish. . . fire engine. . .get put of the wajr
...Way.. .ways and means... mean... necessitous... way of Necessity...
" knows no law " . . kNows (20).

1G4

THE INTERROGATIVE METHOD— continued.

Let the Student first analyse by the Interrogative Method the whole of
"The Seven Ages" before looking at my Analysis of it, and then care-
fully compare his own Analysis with mine, so far as mine goes ; and
then let him send me his Analysis for criticism.

THE SEVEN AGES.

All the world's a stage,
And all the men and women merely players :
They have their exits and their entrances ;
And one man in his time plays many parts.
His acts being seven ages. At first, the infant,
Mewling ami puking in his nurse's arms.
And then, the whining school-boy, with his satchel,
And shining morning face, creeping like snail
Unwillingly to school. And then, the lover,
Sighing like furnace, with a woful ballad
Made to his mistress 1 eyebrow. Then, the soldier,
Fall of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation

Even in the cannon's mouth. And then, the Justice,
In f nir round body, with good capon lin'd.
With eyes severe, and beard of formal cut,
Full of wine saws and modern instance* ;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon.
With spectacles on nose, and pouch on side :

His youthful hose well sav'd, a world too wicln I

For his shrunk shank ; and his big manly voice,
Turning again toward childish treble pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful htatory,
Is second ohildishness, and mere oblivion ;
Sans teeth, sans eyes, sans taste, sans everything.

(1) How much of the world is a stage ? — " All the world's a stage."
(2) The whole of what is a stage ?— •' All the worWs a stage." (3) What
is the whole of the world ?— 4< All the world's a stage." (4) If all the
world is a stage, who are the players ? — *' And all the men and women
merely players." (5) What portion of men and women are players ?—
"•Andd&the men and women merely players." (6) What are all the
men and women ? — "And all the men and women merely players. 1 '
(7) Are the men and women anything but players ? — " And all the men
and women mm % ely players." (8) What have these male and female
players ?— " They have their exits and thew entrances." (9) Who have
their exits and their entrances ?— " They have their exits and their
entrances." (10) What are the going off and coming on of actors
called ?—" They have their exits and their entrances." (11) What as-
sertion is made of the players ?— " They ham their exits and their
entrances." (12) What does one man in his time play?— '• And
one man in his time plays many parts, his acts being seven ages/' I
(13) When does one man play many parts? — u And one man in hi*
ti'ne plays many parts, his acts being seven ages." (14) What does
one man do ? — " And one man in his time plays many parts, his acts
being seven ages." (15) How many parts does one man play?—
" And one man in his time plays mmny parts, his acts being seven

165

ages." (1G) If he plays many parte or characters, what are his acts ?—
" And one man in his time plays many parts, his acts being seven ages."
(17) What are seven aged in a man's time ? — " And one man in his time
plays many parts, bis acts being seven ages." (13) What is affirmed of
a man's acts? — '* And one man in his time plays many parts, his acts
being seven ages." (19) What is the first of the seven ages ? — " At first, '
the infant, mewling and puking in his nurse's arms." (20) At what
time does the infantile age begin? — " At first, the infant, mewling and
puking in his nurse's arms." (21) What is the infant doing ? — "At
first, the infant, mewling said puking in his nurse's arms." (22) Where
does the infant mewl and puke? — " At first, the infant, mewling and
puking in his nurses arms.' 11 (23) In whose arms does he mewl and
puke ? — "At first the infant mewling and puking in his nurse's arms."
(24) What are the Shakesperian names for the infantile murmuring and
vomiting? — "At first the infant mewling and puking in his nurses
arms." (25) What age follows that of the infant?—" And then the
whining schoolboy, with his satchel and shining morning face, creeping
like enail unwillingly to school." (26) How do you know that the
school-boy's ago succeeds that of a previous one ? — "And liven the whin-
ing school-boy, willi his satchel and shining morning face, creeping like
snail unwillingly to, school." (2i) What is an audible characteristic of
the sohool-boy ? — " And then the whining school-boy, with his satchel
and shining morning face, creeping like snail unwillingly to school."
(28) What sort of a boy is the one instanced here ? — * ' And then the
whining schoolboy, with his satchel and shining morning face, creeping
like snail unwillingly to school." (2D) What does he carry with him ? —
' ' And then the whining school-boy, with his satcJiel and shining morning
face, creeping like snail unwillingly to school." (30) What kind of a
face does he wear ? — (31) "And then the whining school-boy, with his
satchel and shining morning face, creeping like snail unwillingly to
school." (32) How is his morning face? — "And then the wbining
school-boy, with his satchel and shining morning face, creeping like
snail unwillingly to school." (33) What part of the school-boy s person
is said to have a morning shine about it? — "And then the whining
school-boy, with his satchel and shining morning face, creeping like
snail unwillingly to school." (34) How does he move ? — "And then the
whining school -boy, with his satchel and shining morning face, creeping
like snail unwillingly to school." (35) What does he creep like ?— "And
then the whining school-boy with his satchel and shining morning face,
creeping like snail unwillingly to school. '' (36) What resemblance do
the boy's movements bear to those of the snail ? — " And then the whin-
ing school-boy, with his satchel and shining morning face, creeping
like snail unwillingly to school." (37) In what mental condition does he
£o to school ? — " And then the whining echool-boy, with his satchel and
shiuing morning face, creeping like snail unwillingly to school." (38)
Whither goes he unwillingly ? — (39) "And then the whining school-boy,
With his satchel and shining morning face, creeping like snail unwill-
ingly to sclwciP (40) What age succeeds the school-boy's? — "And
then the lo»er, sighing like furnace, with a wof'ul ballad, made to
his mistress* eyebrow." (41) In what respect does he resemble a
furnace? — "And then the lover, sighing like furnace, with a woful
ballad, made to his mistress* eyebrow." (42) What does the lover's
sighing resemble ? — "And then the lover, sighing like furnace, with a

160

woful ballad made to his mistress' eyebrow." (43) Does the lover's
sighing bear any resemblance to a furnace? — "And then the lover,
sighing like furnace, with a woful ballad, made to his mistress' eye-
brow." (44) Has the lover anything with him? — " And then the lover,
sighing like furnace, with a woful ballad, made to his mistress' eye-
brow." (45) What kind of a ballad is it ?— " And then the lover, sigh-
ing like furnace, with a woful ballad, made to his mistress' eyebrow. '
(40) To whose mistress' eyebrow is the lover's ballad made?—" And
then tbe lover, sighing like furnace, with a woful ballad, made to his
mistress* eyebrow." (47) To whose eyebrow is the lover's ballad
made ? — "And then the lover, sighing like furnace, with a woful ballad,
made to his mistress' eyebrow.*' (48) To what part of his mistress'
face is the lover's ballad made? — "And then the lover, sighing like fur-
nace, with a woful ballad made to his mistress' eyebrow. " (49) How do we
know that the soldier's age follows upon the lover's ? — "7 hen the soldier,
full of strange oaths, and bearded like the pard; jealous in honour, sud-
den and quick in quarrel, seeking the bubble reputation even in the
cannon's mouth." (50) Who is full of strange oaths?—" Then the
soldier, full of strange oaths.*' (51) Is he lavish or sparing of his
oaths?—" Then the soldier, full of strantre oaths." (52) What is he full
of ?_" Then the soldier full of strange oatlis." (53) What kind of oaths
is the soldier full of? — " Then the soldier full of strange oaths." (54)
How was he bearded ? — " Then the soldier, full of strange oaths and
bearded like the pard." (53) What relation has ttfe soldier's beard to
the (leo)pard's ? — <k Then the soldier, full of strange oaths and bearded
like the pard." (56) How is the soldier's face? — k *Then the soldier,
full of strango oaths and bearded like the pard." (57) What is tbe sol-
dier's attitude in regard to honour? — "Then the soldier, full of
strange oaths, and bearded like the pard, jealous in honour, sudden and
quick in quarrel, seeking the bubble reputation even in the cannon's
mouth." (58) Iu regard to what is he jealous? — "Then tbe soldier,
full of strange oaths, and bearded like the pard, jealous in honour, sud-
den and quick in quarrel, seeking the bubble reputation even iu the
cannon' 8 mouth." (59) How is he affected in regard to quarrelling?—
41 Then the soldier, full of strange oaths, and bearded like the paid,
jealous in honour, sudden and quick in quarrel, seeking the bubble rep-
utation even in the cannon's mouth. " (60) In what is he sudden and
quick ? — " Then the soldier, full of strange oaths, and bearded like the
pard, jealous in honour, sudden and quick in quarrel, seeking the bub-
ble reputation even in the cannon's mouth." (61) What does he seek
even in the cannon's mouth ?— " Then the soldier, full of strange oaths,
and bearded like the pard, jealous in honour, sudden and quick in quar-
rel, seeking the bubble reputation even in tbe cannon's mouth." ^62) h
he anxious for the bubble reputation? — "Then the soldier, full of
strange oaths, and bearded like the pard, jealous in honour, sudden and
quick in quarrel, seeking the bubble reputation even in the cannon's
mouth." (63) Where does he seek the bubble reputation ? — " Then the
soldier, full of strange oaths, and bearded like the pard, jealous in
honour, sudden and quick in quarrel, Beeking the bubble reputation
even in the cannon' * mouth." (64) In the mouth of what does he seek
the bubble reputation ? — " Then the soldier, full of strange oaths, and
bearded like the pard, jealous in honour, sudden and quick in quarrel,
seeking the bubble reputation even in the cannon's mouth." (65) In

167

what part of the cannon does he seek the babble reputation ?-~" Then
the soldier, full of strange oaths, and bearded like the pard, jealous in
honour, sndden and quiok in quarrel, seeking the bubble reputation
even in the cannon's mouth," (66) How is emphasis given to the fact
of his seeking the bubble reputation in the cannon's month ? — " Then
the soldier, full of strange oaths, and bearded like the pard, jealous in
honour, sudden and quiok in quarrel, seeking the bubble reputation
even in the cannon's mouth."

£^~ Let the Pupil send me, besides the analysis of the " Seven Ages,"
at least ten sentences of his own selection dealt with by the Interroga-
tive Method.

In response to numerous requests by pupils preparing for examina-
tions, I have prepared and printed a series of " Coaching" papers on
the following subjects [the price for each is 5 shillings, but for Materia
Medica it is £1, and for Figure Dictionary it is 15 pence] : — (1) How to
learn Greek — (2) How to learn Latin — (3) How to learn German— (4)
How to learn Italian — (5) How to learn French. More than 100 ex-
amples of the application of my Method in each of these papers are
given dealing with the difficulties Students encounter in learning those
languages. I have received many very high encomiums for these
papers, as well as for (6) How to learn Chemistry — and (7) How to learn
Botany — Part I., on Structural Botany ; and (8) Part II. , on Systematic
Botany, and also on*(U) How to learn a Book, as applied to an entire
chapter of a Law Book— (10) Materia Medica — (11) Figure Dictionary,
containing numbers from to 1000, each translated into several words.
This last is invaluable to those who have to deal with dates and other
figures if they have not had time to exercise themselves on the Figure
Alphabet as much as they should have done.

The Pupil can hand the paper containing only the Name and Dates
of Accession of the English Kings since and before the Conqueror, and
also the List of Derby Winners with their Dates and the Figures of the
Ratio, to their friends, for them to hear them give names and the order
both ways in each, with their Dates, as well as the Numbers of the
Ratio, and he can write out a list of the French Kings and their dates
for his friends to hear him recite them.

HABITUALLY CORRELATING.

Few realise the fact that a new mental habit can be acquired and
perfected in vastly less time than a new physical habit. But this habit
of making Correlations— being only the doing CONSCIOUSLY that
which the mind has always done unconsciously and instinctively, but
very slowly and only after numerous repetitions — is acquired more
quickly than any other new mental habit. The indirect advantages of
acquiring this power are quite as great as the direct advantages.
Wherein do the achievements of a Genius differ from those of other
men ? Not so much in his original endowment with a higher grade of
THINKING POWER, as in this, that from his greater SURENESS of
Memory all the pertinent facts of a case are more vividly before his in-
tellect and kept there by his strong concentration when he has occasion
to form opinions or draw inferences. Thus, the practice of making
Correlations, by accustoming the mind to appropriate and make use of

168

acquired facts and ideas, similarly qualifies the ordinary intellect to use
to the very best advantage the vast stores of knowledge which my Sys-
tem may have helped to accumulate.

But the grand advantage of making and memorising one's own Cor-
relations, is that soon it will not be necessary to make any more of
them. The latent power of the Memory having been fully developed,
the new Memory will carry all burdens imposed on it, and retain every-
thing that one cares to remember, except, of course, very complicated
matters, where the use of the Method may be needful.

Ilty Notice. — Learning by rote is done by means of many repeti-
tions followed by more reviews. Learning by comprehension is accom-
plished through the understanding a subject, perpetually renewed by
frequent re-perusals ; but a permanent RETENTION is only secured
by the Art of Never Forgetting, which, if faithfully and perseveringly
practised, eventually enables its master to recall at toiU any past knowl-
edge as easily and certainly in the presence of others, as in the quiet of
his own library.

PAST VI.

HOW TO SECURE

THE CERTAINTY 0E NEVER FORGETTING.

L — It is not to be supposed that the Art of Never Fox-get-
ting applies to a time previous to the period in which the
Pupil learned the Art. All this portion of his life rests of
course upon his unaided Natural Memory, except that the
Art of Never Forgetting enables him to recall such previous
impressions more quickly than formerly.

IL — The Art of Never Forgetting does not refer, in the
early stages of the student's career, to any case in which it
has not been specially applied, except in an indirect manner,
and only so far and as fast as his Natural Memory has been
strengthened by the System. His Natural Memory, how-
ever, has been. improved exactly in proportion to the pains
that he has taken to carry out all my directions, and also in
the degree that time has had its play in giving full develop-
ment to organic growth. The Natural Memory becomes
more powerful as the consciousness of In., Ex., and Con. be-
comes habitually more sharp and well-defined— a result of
practice only. The habit of always indicating the character
of the intermediates of a Correlation, and particularly the
habit of always memorising one's Correlations* rapidly devel-
ops the Natural Memory— in a way not unlike that in which
the observing powers of the portrait painter are strengthened
in regard to the lineaments of faces ; before he learnt his art,
all faces were demarcated by certain general differences, but
he now notices individualities and characteristics that for-

*In every case where Correlations are mentioned, the Student conld of course use the
Interrogative Analysis.

110

merly entirely escaped his scrutiny. Similarly, the Merao-
rist discerning in every mental act one or more of the three
memory relations more markedly and obtrusively than be-
fore, the first impressions become more strongly cemented
together even where the System is not designedly applied,
and their recall is thereby greatly facilitated. Nor is this
all ; the practice of concentrating the attention upon the "ex-
tremes" when studying to link them together promotes the
power of " concurrence" to an almost unlimited extent Be-
sides, the agreeable shock of surprise experienced by the
student in making Correlations causes him to return to this
practice with renewed zest, and always with the added
skill acquired in previous exercises. And then the habit of
memorising all his Correlations greatly facilitates making
new ones as well as remembering them with constantly dimin-
ishing effort, until at length— not of course whilst learning
my System, nor necessarily immediately afterwards, but in
due time — in some cases weeks, in other cases months, in
very rare exceptional cases perhaps a year — the making of
Correlations thereby becomes the remembering of them ; in
other words, all Correlations are henceforth self-memorised ! ! !
—a power for rapid and never-forgetting acquisition not eas-
ily estimated and certainly unlikely to be over-estimated.

There is a final stage to which all the diligent cultivators
of the Art of Never Forgetting are sure to arrive if they pos-
sess average ability, and have never permanently injured
their memory and other faculties by dissipation or other
perverse habits, and are not thwarted and palsied in all their
mental operations by a weak continuity. In this stage, ex-
cept perhaps for a grand Memory Display, the Natural Mem-
ory having beeome so strong and retentive, Correlations are
no longer required. The student having now become a
Memory Athlete, his Natural Memory is so vigorous as to
enable him to carry any burdens of recollection with perfect
ease. This result may be certainly attained by all students
of the Art of Never Forgetting, whether old or young, if
they faithfully carry out all my instructions, not otherwise.

But this highest possible strengthening of the Natural
Memory through the TRAINING power of my System, is not
at all necessary in ordinary cases and for ordinary purposes
— yet it is always necessary where the Pupil desires to derive
the utmost possible benefit from my System. Even if a Pupil
never rises above the necessity of making and memorising

171

Correlations in all cases where he wishes to remember any-
thing, he can still learn a task by memorized Correlations or
Interrogative Analysis in one4wentieth part of the time that
he could possibly accomplish the same result with equal thor-
oughness by his unassisted Natural Memory.

III. — "What then is the meaning of the Certainty of Never
Forgetting ? It means that if you wish to retain and never
lose your hold on ANY FACT WHATEVEK, you have an
infallible resource for doing so by means of a memorised Cor-
relation. This is the veritable philosopher's stone that turns
an otherwise EVANESCENT IMPRESSION into the pure
gold of a permanent retention:

IV. — It must here be observed that the Art of Never For-
getting, as such and in its own capacity, has nothing what-
ever to do with the comprehension of a study. That is taken
for granted throughout. Whatever be the subject-matter
under consideration, whether the pupil be listening to a lect-
ure or reading a book, the understanding of the lecture or
book is assumed — the business of the Memorist commences
only when its Retention is required. Let no one imagine
that my System is a Substitute for grasping the meaning and
mastering the facts and principles of any subject. Let the
Pupil avail himself of all possible aids for the understanding
of his Lessons — the assistance of teachers, actual inspection
or personal manipulation where possible, and an exhaustive
study and pondering of the matter in hand ; and when his
intellect has in this manner absorbed all the necessary and
pertinent ideas of the topic under his consideration, he will
then make use of my System to INDELIBLY IMPRESS all
these facts, principles, and ideas in his Memory. To illus-
trate my views in detail let me remark that there are three
grades of Memory : (1) Mere verbal memory, or learning by
Bote. (2) The memory of Comprehension. (3) The memory
of Retention.

JX) Learning- by rote is learning by heart by means of endless repe-
tition. Acquisition in this way is done by brute force of memory,
without any aid from intellectual contact with the subject-matter it-
self. It is simply committing to memory words without any pretence
of absorbing or assimilating the ideas they represent, their meanings,
or the relation they sustain to each other. This is cramming. The
crammer is indifferent how ignorant he may really be or continue, if
he only succeed in passing the ordeal of examination. And here is
seen one of the greatest sins of Mnemonics; by means of its Key,
a youth with a first-rate Natural Memory, can string together a few

172

facts, events, words, or sentences, that enable him to show off for a
short lime without the slightest genuine knowledge of the subject-
matter of the display.

A Pupil of mine who had given up the ''associations'' of Mnemonics
in despair, but who had learned how to use its key. finding how easily
he could make and memorise Correlations^ actually made seven mne-
monical keys of 100 words each on the principle of an Analytic Series.
He used four of these keys in History, and three of them and the An-
alytic Series in Chemistry and Political Economy I His excuse for
violating the principles of my System was that he was in a hurry, and
that, whereas he had failed in three previous examinations with mne-
monical aid, and that of good coaches, he succeeded at last through the
assistance of my System, because Correlations prevented his forgetting
any of the facts correlated ! But at what a sacrifice of time and sense
he purchased this victory ! To connect all the statements of Fact or
Proposition he wished to remember he had to select a Suggestive Word
in each of them and correlate it to his Keys, whioh sustained no rela-
tion whatever to the Subject- Matter ! ! ! How much more easily he
could have correlated those Suggestive Words together, and thus have
preserved the Original Connection of ideas ! Instead of maintaining the
Sequence of the Scientific Development of the Subjects, he made each
Proposition an Isolated Fact, bearing no relation to anything except
these outside and unconnected Keys 11! — with the inevitable conse-
sequence of being obliged to recall to mind all the words in a Key until
he came to the particular Fact or Proposition he required! and it
would not have obviated this difficulty if each of his keys had spelt
the figures from 1 up to 100. When I pointed out his stupendous blun-
der he acknowledged his mistake, and confessed that, if he had fol-
lowed my Method pure and simple, he could have done his work in
half the time he had spent upon it and have intelligently mastered the
subjects themselves, instead of merely memorising an enormous mass of
undigested and unrelated facts, as is always the case where a mnemon-
ical " Wheelbarrow," alias Key, is used.

Suppose the learner by rote attempts to study Geometry. He com-
mits the demonstrations to memory, and he has no more conception of
what the figures, lines, and angles, and their relations mean than he
has of copies of hieroglyphics. Instead of first thoroughly studying and
thinking out the import of each Definition, Postulate, and Axiom, and
then learning the Demonstrations by Analysis, since the successive
steps are always Inclusions or Exclusions, he does not strive to under-
stand them at all, but merely memorises everything verbatim, with the
certainty of soon forgetting all he has learned. Suppose he takes up
Structural Botanv, and he has got to the Flower, he reads that the
Flower has four Whorls or Parts— (1) The Calyx, (2) Corolla, (3) Sta-
mens, and (4) Pistil ; and that the Calyx is composed of leaves called
Sepals— the Corolla of Petals — the Stamen of the Filament, Anther,
and Pollen ; and the Pistil of the Ovary, Style, and Stigma. He wants
to remember all these new and wholly unfamiliar facts and these tech-
nical words ; and he does so by repeating them over and over again,
parrot-like, until *he can say them by rote. They must be repeated
until the mind succeeds in forming unconscious Correlations— the weak-
est of all — mere sound Inclusions and sound Concurrences! ! !— no In-

173

elusions or Exclusions of meaning, nor any Concurrences of Sense or
Ideas ; nor are they consciously repeated forward and backward with a
recapitulation of both extremes ! ! The things themseloes have not been
carefully studied and closely inspected, nor have the descriptive ux>rds
become connected by concurrence with the facts for which they stand.
The case is almost on all fours with trying to learn mere gibberish —
" full of sound and fury, signifying nothing " No wonder, then, that
learning by rote produces only short-lived impressions. Such a course
promotes mind-wandering ; it leaves no permanent trace, and it usually
breaks down the health. It is not study; for long ago Montaigne
taught that learning by heart is not learning.

(2) The Memory of Comprehension is that which follows or sur-
vives the understanding of a subject. This method of acquiring knowl-
edge is taught in Kindergarten Schools and elsewhere by Object Les-
sons. It is superior in every way to learning by rate. The student of
this method, if attempting to learn the aforesaid Botany lesson, would
insist on having real Flowers before him. He would dissect many of
them — identifying each part as he proceeded — until by dint of observa-
tions repeated, and the recalling of the technical names in connection
with the observations, he fixed the special terms and their applications
clearly in mind. This is the true course to pursue in any new scientific
study. Yet it cannot be relied upon except by those having unusu-
ally trustworthy Natural Memories. The retention is more permanent
than in the case of learning by rote. Still, perpetual reviews are nec-
essary to conserve the recollection of the facts learned by the method
of Comprehension. A poor memory may receive a message, be able to
repeat its import and details on the spot, and yet forget half of them
before a street is crossed or ten minutes have elapsed. Even supposing
a pupil perfectly understands a definition, description, experiment, or
demonstration, the relation which one part of a subject bears to an-
other, the part to the whole and the whole to the part, yet this is no
assurance that he will permanently or for any considerable period re-
tain all this knowledge. A reader may be able to tell you the contents
of a chapter or even a whole book immediately after reading it, who in-
variably forgets all about it the next day, week, month r or year ! ! There
is always a memory, however evanescent, that follows the contact by
rote with any subject — a more prolonged memory that ensues from the
comprehension of a subject ; but a permanent retention is only secured,
alike by the best or worst natural memories, by the Art of Never For-
getting.

(3) The memory of Retention—

Let me first enumerate a few Pupils who are not usually prepared to
proceed to apply my System to their studies or business. (1) The over-
confident, sliarp Pupil. — The dull Pupil, if really ambitious and per-
sistent, usually wins a fine success. Why? He feels the need of
guidance and accepts it, and patiently and perse veringly works out all
my exercises exactly as prescribed. He may progress slowly at first,
but he soon acquires new strength, and at length outstrips the over-
confident, sharp Pupil. Why ? The latter believes he knows what he
wants ; not having gone through the System, and not having expe-
rienced its benefits as a Memory-Trainer, he judges superficially, omits
the very exercises that he most needs, or neglects all alike ; and, when
he finds that he has not received the new power that my Testimonials

174

avouch, be is half inclined to think that they arc exaggerated, until he
finds he has been outran by dull Pupils. His fault was that he did not
do what be was told to do in the way he was told to do it. In one
sense, my Pupils, to get the full power of my System, must be obedient
learners, or else it is not my System that they have learned ! ! (2) Tfwse
who are fancy-ridden or dreamers. Their imagination seems to be per-
petually stimulated to create difficulties, to conjure up theoretical ob-
jections, and to go mad on impossible cases. Instead of learning each
lesson as it has been given, they set themselves up as teachers or as
critics of my System ; they arrive at this lesson with no true conception
of the previous lessons, and they have received very little benefit at all
from the exercises. Their best course would be to turn back, lay aside
their own imaginings, and faithfully carry out all my directions ; and
if they can really do this, they can finish my System with the usual ad-
vantages. When they settle down to study, they find it difficult to do
so because of Mind-wandering. When such as these sometimes claim
that they have spent from 10 to 20 hours on each lesson ! ! I have no
trouble in satisfying them at an interview that they really did not de-
vote more than two hours to each lesson, the rest of the time having
been given up to day-dreaming I 1 For the purpose of mastering my
Memory Lessons, the worst mind-wanderer can sufficiently strengthen
his Attention by reciting, every day, both ways, the Analytic Series in
the First Lesson, whilst going through the course. Memorising Cor-
relations is better practice still, if they are memorised in the exact;
manner I prescribe. (8) Those who imagine that they have really not
had the time or health to study and learn the lessons. As to lack of
time, I can conceive of no one in want of time to improve his memory,
if he be in earnest. The busiest men always have the most leisure.
It is only the unmethodical who kuow not how to use their spare time.
Many of my best Pupils have learned my System in going to and in re-
turning from business — or in those numerous snatches of time that are
usually absolutely wasted. At to lack of health, if the Pupil is no
worse than when he ordered the lessons, he still has health good enough
to learn them. Of course, if he is downright ill, he must postpone
study till he is better. As to health generally, it seems to be almost
universally overlooked. This is wrong every way. Presuming that
due preparation is first made for the future world, it is certain that no
one can do justice to this world who neglects his health. Whether for
business, pleasure, or study, everyone should maintain himself in the
perfect condition of a Derby Horse winner, if he hopes to get all out of
life that there is in it, consistently with the highest moral and religions
ideal. How many hours a day can a man study if he is in perfect
health ? Not 12, 14, or 16 hours, of the 24, as ambitious students sup-
pose, who are determined to ruin their health by overwork — but from
six to eight hours are all that the best-endowed and healthiest student
can advantageously devote to study ; and, in this case, there should be
a rest of from one to two hours between every two hours' study. In
this way, the highly strained attention has a chance to recuperate, and
a return to study is made with reinvigorated brain and unflagging en-
ergies. If the student under exceptional circumstances must study
more than six or eight hours per day, let there be also frequent changes
from one study to another, as unlike each other as possible, so as to call
into action other faculties not exerted in the previous lesson. And let

175

t\iexe be plenty of exercise that promotes the circulation and perspira-
tion, but no exercise that strains or wearies. These six or eight hours
of study secure greater progress than can be possibly gained under the
usual conditions. And the rest between the study hours need not all
be devoted to exercise or amusement — but a portion might be given to
learning or reviewing my System. This would call into requisition
faculties and powers not used in the regular studies, and hence it
would be no task or burden, but a recreation that would greatly in-
crease the acquiring and retaining powers during the working hours.
To show that the foregoing views of health are sound, I may add that I
have received many Testimonials from University Graduates, admitting
that my recommendations in regard to health nnd the amount and
mode of daily study, together with my Art of Never Forgetting, had
been of more real service to them than all their College studies. One
Senior Wrangler says it was It years from the time he resolved to be-
come a Senior Wrangler till he realised his ambition ; that he studied
during Term time, for all these years, from 12 to 16 hours daily, and
utterly ruined his health by this ill-directed labour ; and he adds, that
if he had had the benefit of my Art at the outset, and had followed my
directions in regard to health, the manner and time of study, he could
have achieved the same proficiency in three years, and saved his health
into the bargain ! 1 ! (4) Those who come to the study of my System
in an exhausted, worn-out condition. Such persons after a hard day's
work, and a long evening of other study or excitement or dissipation,
take up my lessons just before retiring ! ! With brains used up or en-
feebled to the lowest minimum, they hope to learn from the printed
page ! ! Impossible — They should exercise a little will-power and re-
tire one or two hours earlier than is their wont, and then rising an hour
earlier than usual, give attention to my lessons when their minds are
fresh and rested, and in a condition to absorb new knowledge. (5)
Those who instead of first mastering my System, before attempting to
apply it, hope to save time by trying to learn it whilst applying it to
their studies ! ! This is insanity, and it almost never succeeds. The
Pupil has to learn an entirely new System— altogether different from
any Artificial System, or his own previous method of learning — and, to
assimilate this new Method, he must have practice in it at first with
no other aim except to understand it and to glow familiar with iL As
well undertake to learn arithmetic whilst performing the duties of a
bookkeeper ! ! No. he must first require considerable dexterity in
arithmetical rules before he attempts the task of a bookkeeper. And
before applying my System, he must in like manner know it, and be
facile in its methods. This only requires a few hours of genuine study
on each Lesson, not weeks or months ; and when it has become thus
mastered, the Pupil can accomplish by its aid as much in one week as
he could without it in many weeks or months. However much pressed
for time a candidate for an examination may be, or however near it
may be, my advice always is, " Either master my System first and then
resume your work of preparation, or else postpone all thought of my
System till the examination is over." The student must be in earnest
with my System — it does no good to flirt with it. (6) Those who have
tried to learn my System by rote, or by the mnemonical methods of
story -telling or picture-making, or by the jaw-breaking Abracadabras of
Dr. Grey. Strange as it may seem, the number who do this is alto-

176

gether too large. Not long since, a teacher of a Private School actually
spent three hours each day for three weeks trying to make pictures
between each pair of words in an Analytic Series ! 1 ! He was trying
to learn by post, and at last he called upon me for an explanation why
he could not learn that series in 54 hours when I claimed it could be
done in from one to three hours ! After pointing out that he had tried
to learn it in his or the mnemonical way, and not in mine, I proceeded
to go over the three laws with him ; and then, in less than two hours
all told, he had perfectly learned the 100 words by my Method. Yet,
when he first called, he stoutly insisted that he had followed my
Method ! !

To show how impossible it is for some people to understand, much
more to adopt, new ideas, I may allude te the case of a recent Pupil,
who had been, in youth, drilled in the mnemonical system of Dr. Grey.
He found it difficult to learn my System because he was all the time
trying to translate it into the barbarous jargon of Grey's Mtmoria Tec/i-
nica ! ! ! I gave an illustration of the preposterous absurdity of Grey's
System in the Knight's Tour. To show how twisted and contorted a
mind must be that can use this method in adult years, I here add
Grey's Formula for memorising the Dates of the Accession of the Eng-
lish Kings, from the Conqueror to George III. —

WH-conjaw Rxttkoi Henrag.

StephM <fc Hensecdu/ RicbeinJann Hethdas & E&doid.

Edsetyp Edterfc* Risetaip Ketotoun Hefi/atfque.

Hensijtfri Edquar/awtfEfi-Rafc/ Hensep/of Henoclyn.

Edsexfce M&rylut Ebsluk J&msyd Caroprim&2.

Carsec&fc J&maeify/ilseik An/ yb Gebo — doi-sy.

A Pupil sometimes complains that he cannot make Correlations (he
cannot have really tried) and so he says he has learned mine ; but, in-
stead of doing so as I prescribe, he has sometimes repeated the two ex-
tremes by rote, and totally disregarded the intermediates whilst pre-
tending to learn the Correlations 1 1 No wonder, when such a Pupil has
finished, that he cannot do much more in the same time than he could
before he looked at my System ! And this leads me to say that appar-
ently many persons have not derived sufficient mental discipline from
school or college to enable them to learn any new art wildly by them-
selves. Such persons are impatient to get to the end of the journey be-
fore having travelled half the distance ! Although I tell them in my
Prospectus and Lessons over and over again that it is from DOING the
EXERCISES that the new power comes, yet these warnings fall un-
heeded — they never think of them — they slight the exercises or never
do them at all, or never do them in my way, and thus they have not ac-
quired the power spoken of in my Testimonials.

(7) Those who have merely learned the exercises without having ab-
sorbed the PRINCIPLES that presided over them, and who hence lack
the power of applying the System to any ease not mentioned in these
Lessons ! They are like some timid doctors who can never prescribe
for a patient unless they can find a medical report giving a case having
exactly the symptoms their patient exhibits ; or like case-lawyers who
can never argue or advise from legal principles, but only from parallel
cases where the facts were precisely similar to those in the case before
them. The examples in my lessons are, however, so varied, that the
dullest Pupil must find any case provided for, if he carefully re-ex-

177

amines the lessons. Although I give many illustrations of its applica-
tion to remembering Proper Names in Synthesis, yet I receive occasional
inquiries from correspondents in these words, "Kindly tell me how I
am to remember Proper Names when I am introduced to strangers ! "
An actor recently said, "I find no help in your System for remember-
ing ' cues ; ' " yet I had given him a practical illustration in the case of
the Maoready Anecdote. Another says, "I can use your system in all
my wants, except how to learn prose and poetry/' yet he has had the
application of my Method to learning 15 unconnected sentences ! ! !
Wherein consists the difference between learning 15 unrelated sentences,
and 25 consecutive paragraphs or stanzasor verses of poetry, except that
the verses or paragraphs may be long; the principle involved is exactly
the same in both cases. And the same reply is applicable to persons who
cannot see how my System applies to learning rules of grammar, de-
scriptions of muscles, arteries or diseases in medicine. This incompe-
tency to see how the principle that governs an example already given is
to be applied to new cases, arises from lack of reflection, lack of use of
the reason that human beings are supposed to possess. However, this
inability quickly vanishes when the Pupil reviews all my Lessons and
incessantly asks himself, as he proceeds, " What other cases can I ap-
ply this principle to ?"

(8) Those who think they can, by the use of my System, at the
commencement of professional study, absorb 50 or 60 pages per day of
new and unfamiliar reading ! ! ! Only a miracle could enable them to
do so. In fact, no mistake is more fatal than for the student to im-
agine he can rapidly read and absorb the ideas in his first Law, Medi-
cal or Science work ! 1 ! The mastery of one book gives him the use and
benefit of ail the ideas of that work in his subsequent reading in the
same profession. The last few books of his professional course he can
read rapidly, but never the first, second or third. If the medical stu-
dent really masters Anatomy and Physiology, he will find that most of
his subsequent reading either makes use of the knowledge derived from
those subjects, or that it dovetails in with it. If the Law student mas-
ters Contracts at the outset, he will find all his subsequent reading ea-
sier. Thus, it is recorded of Lord St. Leonards that, having (as Sir
Edward Sugden) been asked by Sir T. F. Buxton what was the SE-
CRET OF HIS SUCCESS ; his answer was, "I resolved, when begin-
ning to read Law, to make everything I acquired perfectly my own, and
never to go to a second thing till I had entirely accomplished the first.
Many of my competitors read as much in a day, as I read in a week ! ! !
Bat, at the end of twelve months, my knowledge was as fresh as on the
day it was acquired, whilst theirs had glided away from their recoUection. yy
(*' Memoirs of Sir T. F. Buxton," chap, xxiv.)

Supposing that the Pupil, having arrived at this place in this Lesson,
has really qualified himself to proceed, I will add here what I have said
before very many times, that my System presupposes the comprehension
of a subject. That is not all. I take it for granted in this Lesson that
the Pupil has carried out all my instructions in the preceding Lessons,
and that he has thus already attained increased RETENTIVENESS from
my System as a Memory-TRAINER. These facts being assumed, Correla-
tions step in and photograph the understanding of it permanently on his
memory. Suppose the Pupil has understood the Lesson on the Flower,
12

178

lie can at once identify and name each part of it. He has looked up the
derivation of the technical terms, and he has thought ont the inclusions
involved in the derived and original meanings, and he has assimilated
the reasons why these terms are used. At length he proceeds to fix
these terms in his memory by means of Correlations What has been
accomplished by the compreliension of a subject V There has been made
a vivid First Impression. The relation of each part to the whole, and
of the whole to the parts, has been understood ; there has been a dove-
tailing, an intertwining of all the new ideas, and of all the fresh knowl-
edge, into and amongst the old ideas and old knowledge already stored
up in the mind. The things themselves, the facts and their relations,
are what are thought of and considered ; and although words — in this
ease not mere words, but truly the representatives of things — are used
in Correlations, yet. when memorised, there has resulted a CONSOLI-
DATION of the facts and ideas regarding the matter under considera-
tion. To use a crude illustration, it may be said the complete and per-
fect understanding of a subject has created a heat in the brain, and the
knowledge lies amongst its elements, like melted lead in the crucible
over the fire ; and instead of its being left there to oxidise into scum or
dross, * Correlations pour the molten ore into moulds, that fashion it as
it solidifies into any permanent shape required.

To the Student commencing the study of Botany there is one word
that is " well known " — the word Flower. To this he attaches in a chain
the four whorls, or successive principal parts of the Flower, by means
of Correlations, memorising each one as soon as he makes it. Although
I have over and over again insisted on the proper method of memorising
a Correlation* yet all my Pupils do not practise my Method. But no
Correlation is memorised unless the Pupil, after reading it over, then
turns away and repeats from memory [not reading it over and over
again ! I] the Extremes and Intermediates, forwards and bacteuxxrds y from
three to six times each way, and then recapitulates the two Extremes,
always repeating the Correlation more rafridty each time than before.
More pains than this is rarely, if ever, necessary, even in the case of the
weakest memory, even during the period of Memory- Training ; and in
no case is it necessary after the Pupil has strengthened and invigorated
his memory by a sufficient amount of practice. To Flower he correlates
Calyx, Calyx to Corolla, Corolla to Stamens, and Stamens to Pistil, thus :
[or, better still, makes and memorises his own Correlations in this as in
all other cases] —

Flower... bread... bread-provider... caterer... Calyx... licks... tongue,.,
voice. . . many voices. . . chorus. . . Corolla. . . Rolla. . . Peruvian Hero. . . Peru-
vian bark. . . tonic. . . staying power. . . Stamens. . . stays . . ropes. . .pulley. . .putt
...trigger... pistol... Pistil. The Pupil might repeat the words by rote—
Flower, Calyx, Corolla, Stamens, Pistil, a thousand times! ! // this
would not make so definite and vivid an impression on his memory as
the memorising of the connecting Correlations would, a feat of a few
minutes only. After he has memorised the Correlations that unite the
four parts together, he then correlates to each part the sub-parts that
belong to each, thus : Calyx... lictor... scourge., criminals, .pals. .Sepals.
And to Corolla he correlates its component parts, thus : Corolla, .rolr

* Dr. Bain Rays :— " It is quite possible to read so as to comprehend the drift of a book
and pet forget it entirely. n

179

licking . frolicsome . .lambs . ,pet-l&mba .Petals. And to Stamens he
correlates its component parts, thus: Stamens, .mendicant . .ragged
dress, .habiliment. . Filament, .fill, .organ pipe, .anthem.,. Anthers ..
Polyanthti8...FoLLEH. And to Pistil he correlates its component parts,
thus : Pistil... slwt...ShoUwer...Ov*Bx...mry.. fashion... Style... stylus
. . . lustre. . . Iwnou r. . . disgrace. . . Stigma .

Suppose the Student is studying Anatomy, he has the pictures in the
text-book and the skeleton before him to enable him to get the correct
impression of the different parts of it. And when he has mastered the
theory and details, he wishes to impress them permanently on his mem-
ory. There are only two methods possible— as stated in my Pro-
spectus : —

(1) The first is the traditional method of learning by rote or endless
repetition. A celebrated coach in Anatomy says that no one can learn
Anatomy until he has learned and forgotten it from three to seven
times ! ! In learning any book in this way, each sentence would be re-
peated over and over again, and then reviewed and relearnt and for-
gotten and learned again ! and then at last the Pupil, if he possessed a
first rate cramming memory, might answer questions on it, but would
be utterly unable to begin at the first section and go on and give the
contents of each succeeding section till the close. In learning a book
by rote, the number of times that each sentence and section are re-
peated, if actually written out and printed, would doubtless cover 5.000
to 50,000 or more pages ! — and even then the Pupil passes his examina-
tion, if he really does 1 1 pass," partly by luck and partly by merit ; and
all his life he is constantly referring to it, and repeating it, and study-
ing it, over and over again — showing really that he possesses little more
than a Reference Memory in regard to it 1 1 But let us be candid and
confess the truth ; tens of thousands every year and during successive
years try the various professions — law, medicine, divinity, or sciences,
history, &©., &c. — and utterly fail to *• pass/' even respectably, because
they lack the extraordinary MEMORY necessary to acquire knowledge
by rote.

(1) What a prodigious saving of time, and what a different result,
when the Pupil applies my Art to the study of Anatomy ! After first
getting a clear idea of the matter he is dealing with, he then correlates
together the principal grand divisions of the subject— (1) Trunk, (2)
Cranium, (3) Extremities (arms and legs), and (4) Unclassified bones.
Beginning with the word " Bones " as the Best Known and the subject-
matter under consideration, he proceeds thus: BONES... breastbone...
breast. . . chest . . TRUNK. . . elephant's trunk. . . head. . . CRANIUM. . . top. . .
bottom . . . EXTRE MITIES . . . extremes. . . beyond rules. . . unclassifiable. . .
UNCLASSIFIED BONES. When he has memorised these Correlations,
he can recall the four grand divisions, forwards or backwards. He then
proceeds to correlate together all the leading points connected with the
first division. There are 33 vertebrae in the trunk or spine. He fixes
this fact thus: TRUNK... box... stone box.. .MUMMY [33]. He then
correlates the sub-parts together thus : TRUNK. . . travelling convenience
...serviceable.. .CERVICAL... service... pecuniary service. ..endorsement
...DORSAL.. .dormitory. ..sleeping apartment . .. slumber... LUMBAR...
barrel... barrels of flour... sacks of flour... SACRAL... sacrifice... a cock to
.flEsculapius. . . COCC YGE A.L. When he has thoroughly memorised these
Correlations, he then deals with each sub-part thus : CERVICAL... neck

180

. ..neck yoke. . .YOKE [7] . In this way he fixes the number of bones or
vertebrae in the Cervical region, and in a similar way he deals with the
number of bones in the other parts. Then taking the word Vertebra as
his " best known/' he correlates to it all there is to be known about it,
as the Centrum, Neural ring, Processes, &c, &c., (fee. When he finishes
Anatomy in this thorough manner, he knows it ; and he never has to
learn it again or review it ; and he has spent upon it but one-Jialf the
time he would have spent upon it if learning by rote, with the certainty
in that case of having to learn and forget it three or six times more ! ! !

Although this thorough method of imprinting impressions
takes the beginner considerable time, yet he could not in four
times the amount of that time make the same permanent im-
pression on his memory by endless repetitions. But this is
not alL When he has applied my System in the above way
for one or two weeks, he can then accomplish as much in one
week as he could without it in a month — with the result of
soon forgetting what he had learned by rote, and never for-
getting what he had learned by my System.
' If the Pupil, in endeavouring to understand the subject-
matter of his study, cannot use his natural senses, he must
use his intellect to secure the meaning or comprehension of
it, and here he must incessantly use the method pointed out
in Predicating Correlation, and look at the new ideas on all
sides of them to make sure that he understands them. If he
is learning Geography, he must carefully study the maps-
even copy them — or, what is better still, try to copy them
from memory, and then compare his ideal copy with the
original map, until he can make a nearly perfect map himself
from memory. When he has thus got a correct idea of the
Counties of Ireland, for instance, he could then proceed in
impressing them on his memory by memorizing the follow-
ing Correlations : —

COUNTIES IN IRELAND.

Four Provinces.

Ireland. . .Irish frieze. . .overcoat. . . Ulster. . .stir. . . Lein-
ster. . .lend . . .money . . . Marnier. . . Cork. . . no weight. . .
naught . . . Connaught.

Ulster. . .Ulric Zwingle . . .preacher. . .pew; (9 counties).

Leinster . . . spinster . . . Diana (12 counties).

Munster. . .minster. . .huge (6 counties).

Connaught. . .know nothing. . .know all. . .all (5 counties).

181

Ulster. . . cloak . . . fur trimmed . . .trim . . . Antrim . , . ant
liill . . . crowded . . . London . . . Londonderry . . . done . . .don . . .
Z?onegal. . .galling. . .tyrannical. . .Tyrone. . .throne. . . firmly
established . . . Fermanagh . . . man . . . Cavan . . . van . . . fair . . .
many gain. . .Monaghan. . .agony. . .poisoned arrows. . .arms
. . .Armagh., .armed. . .light armed. . .feather. . .Down (. . .
soft . . . lenient . . . Leinster).

Leinster. . . lint. . . wounds. . . cries . . . loud. . . Louth . . .

mouth. . . carnivorous. . .meat. . . Meath. . .east. . . Westmeath
. . . sheath . . . long sword . . . Longford . . . long number . . .

count . . . King's County . . . Queen 9 h County . , . crown . . . gold
. . .gild. . .KUdare. . .daring. . .knock down. . .double knock
. . .Dublin. . .double wick. . . Wicklow . .burnt low. . .candle

wax . . . Wexford ... vex . . . insult . . . vulgar . . . low . . . Carlow . .

laid low. . .killed . . .Kilkenny (. . .any man. . . man. . . Mun-

ster).

Monster. . .monster. . . dragon tail. . .tip. . . Tipperary. . . '

dip in water Waterford. . .swim. . .safety belt. . . Cork. . .

bottle. . .wine. . .sherry. . .Kerry. . .Kerry cow. . .Jersey cow
. . .small. . .limited . . .Limerick. . .rick. . .on fire. . .glare. . .
Clare ( . . . clairvoyant . . . nothing seen . . . Connaught).

Connaught. . . canoe. . .boat. . .galley. . . Galway . . . may. . .
Mayo . . . may go . . . Sligo . . . sly . . . creeping . . . stepping lightly
. . . Leitrim . . .rim . . . cup . . . old China . . . common delf . . . Ros-
common.

Of course the towns in each county may be dealt with in
a similar manner, for instance : — Antrim. . .Antrim . . .interim
. . .in the meantime. . .race. . .against time. . .fast. . .Belfast
. . . fast growing. . . fungus . . . Carrichfergus . . . hay carrier
hayfork . . . pole . . . spear . . . arm . . . Olenarm . . . armed men . . .
Ballymena . . . Ballymoney . . . BaUycastle.

If the subject is intellectual and not in any way directly
addressed to the senses, as in History, Political Economy,
Logic, &c, &c, the Pupil must secure the comprehension of
the subject by making abstracts of it in his own language, as
set' forth hereafter.

A few words on three topics not heretofore fully con-
sidered :

I.— Retaining the Contents op a Book in one Reading : —

(1) You will not read the book with the rapidity with which some

young- ladies are paid to devour the latest novel ! They are often

suspected of skipping pages at a time in order to discover the

182

different stages of a plot, until a thoroughly aroused curiosity
compels them to hasten at once to the last chapter to fall upon
the denouement. This is not the style of perusal I contemplate.

(2) Nor is it to be supposed because you know how the method is to
be applied that it will therefore work itself. It has to be applied
carefully and methodically. This necessarily demands a little
time. Those who possess good health and good continuity, and
a mastery of the System, accomplish the retention of a work in
vastly less time than would be possible for them without my
System, and the study has been a pleasure and never a task.
On the other hand, those who are in the possession of poor
health or of weak concentration, or who are overburdened with
business anxieties, domestic cares, or competitive worries, would
very seldom, if ever, master any book in the ordinary way by
mere repetition. These persons are extremely unfavourably
situated to do justice to my System, and it costs them more time
and trouble to muster any book than the former class. A student
admitted that he had carefully read a manual of English History
completely through sixteen times and then failed in the examina-
tion. To have obtained a lasting knowledge of this History
by my method would probably have occupied him as long as he
was formerly engaged in two or three of the sixteen fruitless
perusals of it. There is, however, only this difference between
this unfortunate student and the great majority of those who
succeed in the examinations through cramming. He forgot all
his historical knowledge before the examination — they usually
forget theirs shortly after/ In fact, a student or a man in ad-
vanced years who has really mastered any book so that he never
has to refer to it again is a wonder ! Take the memories of mem-
bers of the learned professions — they are usually only REFER-
ENCE memories ! They know where to find the coveted knowl-
edge, but they do not possess it or retain it in their minds. On
the other hand, the student who masters a book by my method
really knows the contents of it, and he is thus enabled to devote
to other purposes an enormous amount of time in the future that
other people have to spend in perpetually refreshing their super-
ficial acquirements. And this is to be added, that the average
student who has carried out all my instructions can even now
learn as much by my Method in any stated time as he could learn
without my Method, and with equal thoroughness, in many, many
times as long a period ! And if any one who has been pressed
for time or who has been in a panio about an impending exam-
ination, or who hste been too much troubled with Discontinuity,
too ill iu general health, or too idle, to do more than superficially
glance at my lessons — if any such person doubts his competency
to accomplish as much as the diligent student of average ability
has done, then let him turn back and really and truly MASTER
my System [for he does not even know what my System is. un-
less he has faithfully carried out to the very letter all my instruc-
tions] . and then and not before he will probably find that the
achievements of the average diligent student of my System are
quite within the easy range and scope of his own powers.

183

(3) In regard to the subject-matter of the book, you do not care to oc-
cupy yourself with what you are already familiar, and in most
books there are a great many things that you already know. In
many works, too, there is a great deal of padding-matter inserted
to increase the bulk of the book, and possessing no permanent in-
terest. There is also very much repetition — the same matter, in a
new dress, is reintroduced for the sake of additional comments or
applications. Ton do not trouble yourself with these iterations.
The contents of a book which demand your attention are the
IDEAS which are NEW to you, or the NEW USES made of famil-
iar ideas.

Students who have not learned to exercise any independent thought
often coufess that in reading any book they are always in a maze. One
thing seems just os important as another. To them the wheat looks
exactly like the chaff. As an illustration that the power of Analysis is
entirely wanting in many cases, I may mention that I once received a
letter in which the writer had literally copied one of my full page ad-
vertisements, and then added, " Please send me what relates to the
above ! " A modicum of mental training would have led him to say,
"Kindly send me your Prospectus."

The power to discriminate between the important and the unimpor-
tant is greatly increased by making Abstracts of Essays. A great au-
thority on education says, vt Any work that deserves thorough study, de-
serves the labour of making an Abstract ; without which indeed the study
U not tJwrough." Let the ambitious student make an Abstract of any
chapter of John Stuart Mill's Logic, and then compare his work with
the Analysis of this same chapter by the Rev. A. H. Killick (published
by Longmans), and be will at once see the enormous difference between
the essentials and the non-essentials — the difference between the sub-
ject of discussion and the explanation or exposition of it. The stu-
dent's abstract, if printed, would extend over twenty to thirty pages.
Mr. Killick' s only occupies two or five pages. But do not reverse the
process and read Mr. Killick' a Analysis first, and then make your Ab-
stract. The latter, however, is the easier, the usual and the useless
method. Let the student continue this comparison till he attains very
nearly .the brevity and discrimination displayed by Mr. Killick. Or, if
he prefers History, let him make an Abstract of any chapter of Green's
Short History of the English People, and then compare his digest with
that of Mr. C. W. A. T ait's Analysis of the same chapter (published by
Macmillan& Co.). It would be a capital training for the student to
abstract the whole of Green's Work and compare his abridgment of
each chapter with that of Mr. Tait. After considerable practice in
this way in making Abstracts and comparing his work with that of such
Masterly Abstractors as Dr. Killick and Mr. Tait, the student is pre-
pared to make abstracts of his own text books. The difficulties some
students meet with in attempting to make Abstracts would be very
amusing if they did not indicate an almost total failure of educational
training in the matter of thinking for one's self. Recently a Pupil
brought me a work on Physiology, written for general readers, and,
pointing to a paragraph in it that occupied nearly a whole page, ex-
claimed, " The onlv way I can make an Abstract of that paragraph is
to learn it by heart ! ! ! " A glanoe at it showed me that I could ex-

184

press the gist and pith of it in the following sentence : — " Tbe pulse
beats 81 times per minute when you are standing, 71 times when sit-
ting, and 66 times when lying down." After a re-perusal of the para-
graph he remarked, "You are right. That is ail one cares to remem-
ber in that long passage." To his request for me to memorise the
Abstract, I replied by asking what is the " Best Known " in it Why,
u pulse," of course. It is merely occupied with the number of times
the pulse beats per minute in different positions of the body. Now
correlate (memorising your correlations as you proceed) "Pulse" to
*• standing" and u standing" to a word expressing 81 (feet); "sit-
ting," to a word that translates 71 (caught), and "lying- down" to a
word that spells in figures 60 (judge). The bodily positions being ex-
haustively enumerated need not be correlated together. " PULSE...
beating. . . fighting. . . stand-up fight. . . STANDING. . . stand. . .small table . . .
table legs ... FEET. SITTING ... rest ... arrest... CAUGHT. LYING
DO WN . . lies. . . perjury. .. trial. . . JUDGE. " After making the most care-
ful abstract a poor memory will forget it entirely, and & first-class mem-
ory will not retain it long from merely hating made the abstract. To
consolidate and translate the compre/iension into a permanent retention,
the unfailing power of Memorised Correlations is needed. And this
power the Art of Never Forgetting, ALONE provides.

These preliminary studies will qualify the young student to distin-
guish the main ideas from the subordinate ones, and he will then know
when reading a book what to attend to and what to reject. Try a
short essay first, then a longer one ; and at last, when you are familiar
with the method, attack any book, and you will cope with it success-
fully. Not much practice in this way will be required to enable you to
know, from a glance at the table of contents, just what to assail and
what to disregard. And in all your first attempts in reading a techni-
cal work, make out an Abstract of each chapter in writing, and then
deal only with this Abstract. Whenever the Subject is not treated in
a desultory manner, but with logical precision, you will soon be able to
find Suggestive or Prompting Words in the Sequence of Ideas and in
the successive Links in the Chain of Thought that runs through the
exposition. If there is no such sequence of Ideas or Chain of Thought
running through it, it may serve as an amusement, but is little likely
to command serious study. In a short time you will be able, in tbe
language of Dr. Johnson, "to tear out the heart of any book." Haz-
litt said that Coleridge rarely read a book through, " but would plunge
into the marrow of a new volume and feed on all the nutritious matter
with surprising rapidity, grasping the thought of the author and follow-
ing out his reasonings to consequences of which he never dreamt."
Such a result is rarely attained even by tbe ablest of men, but it is the
ultimate goal at which every student should aim — an aim in which he
will be largely assisted by the ART OF NEVER FORGETTING.

It is the novelties of Fact, Opinion, Illustration, &c, set forth in
your Abstract that you correlate together, .thus: You correlate the Ti-
tle of the First Chapter to the Title of the Book ; next, the Titles of the
Chapters to each other, and then you correlate, in each chapter, the
first leading idea or proposition to the title of the chapter, the second
leading idea to the first, &c. , &c. In this way you will proceed until
you have absorbed all the new ideas, facts, statistics, or iUustrations, or
whatever you wish to retain. You can then test yourself on the work

185

by oalling to mind whatever von have thus cemented together One
reason that ordinary readers totally fail in retaining the leading ideas of
a book is that they have nothing to which to tie the ideas — they have
no Method to assist them in the matter of Retention. But when they
CORRELATE the Points, Facts, Principles, &c. , to Correlating Words
found in the text," they seize hold of whatever they wish to remember.
with, an unrelaxing grasp. A memorised correlation is the panacea
for RETENTION of any and all facts whatsoever. And one hook
learned in this thorough -going manner will so strengthen the Natural
Memory, in both its stages, that Abstracts and Correlations will no
more be needed, or only on exceptional occasions.

|J3^~ The foregoing exhaustive mode of dealing with a hook is recom-
mended to those who possess very weak natural memories not yet made
powerfully retentive by my System as a Memory-TRAINER. If, how-
ever, Pupil possesses a good natural memory, and a mastery of my
System as a Device for memorising, and he has also greatly added to
the power of his Concentration as well as his memory by doing all my
exercises, he will not use my System, even in the reading of the first
book, except now and then — certainly not constantly, but only occa-
sionally. Although not necessary in case of good memories strength-
ened by my System, yet I do most earnestly recommend the most gifted
and highly endowed to deal with one book in the above thorough-going
manner. The gain to intellectual comprehension from having carefully
abstracted it, and the prodigious gain to the memory from having made
and memorised so many Correlations, will produce results that will last
through life, and make all subsequent acquisitions easy and delightful.
Let no Pupil attempt the learning of a book in the way I describe
until he has properly done the exercises in the previous lessons — until
he has conscientiously gone through my course of Memory -training.

Pupils have remarked to me that the practice in summarising will
take a long time, quite as long as they expected to take over the whole
five Lessons. It may take a long time, but no one must regard time
spent in acquiring ability to discriminate between the essential and the
non-essential in a book, as time given to the learning of my System.
For, as I say in my prospectus, "I do not mean that my System com-
municates comprehension of the book ; its function is not to aid in un-
derstanding," but to aid in memorising that which is understood. I
have found that, owing to defective education, ability to get at the gist
of a book new to the reader is generally wanting among all classes of
society, so I give in the preceding pages instruction on a subject with
which I had not bargained to deal.

HOW TO LEARN HISTORY.

1. Divide your subject under heads, into groups. Find out the few main decisive events
and group the subordinate facts under them. Take the four Invasions of England. Dis-
criminate what they had in common — enlarged Inclusions. Discriminate wherein they
differed— enlarged Exclusions. Discriminate and note the accompaniments of each— the
producing causes, the resulting effects — enlarged Concurrences. In this way, you assim-
ilate, absorb the real situation, and you vividly impress all the facts on your mind,
because you put " brains " into your reading— your Attention is all the time interested,
and you thus live over yourself the lives of others— you convert second-hand knowledge
into first-hand knowledge ; and when you have studied out the subject and condensed it
into an abstract, use Correlations to fix it permanently in your mind.

186

9. On theao principles make jour abstract, and- make it in a* fexo words a% possible,
arranging these words as far as you can in natural sequence, according to the laws of In.,
Ex. and Con., and on the right half of the page of a good-steed blank-book.

3. In a column parallel to the oolnmn containing the abstract, write down the chief
words of your abstract, connecting them by Correlations where there is no natural connec-
tion.

4. Try to keep the general thread of the narrative fairly clear. To do this, it will be
necessary to use frequent parentheses.

The student will find that the act of abstracting and methodically arranging the ideas
presented to him, will do more to impress them on his memory than six ordinary peru-
sals, and he will be able to abstract the second book he tries almost as rapidly as he
would read it in the usual way.

In coarse of time he will be able to dispense with an elaborate and conscious use of Ab-
stracts and Correlations.

I subjoin Abstract and Correlations as to a portion of the first chapter of Green's
" Short History of tbe English People." As you deal with History, so you would deal
with any other work.

HISTORY OP THE ENGLISH PEOPLE.

[The following was sent me by a young lady. If she finishes one book in this way, she
can read many books hereafter, and neither make an Abstract or Correlation, and yet
infallibly remember them all.]

THE ENGLISH PEOPLE ... English ...
English lion ... den ... Denmark... Jutland...
Jules ... jute ... coarse cloth ... sackcloth ...
Saxons... saxhorn... thrilling note... tingle...
English ... common nam*... unity. ..promi-
nence of one tribe.

[a. English people... people... society.. .so-
cial organisation.']
SOCIAL ORGANISATION ... socialism ...
great landowners.. free landholder... hold
weapon... weaponed man.. .private war...
Public justice... penalty.. .money compensa-
tion. .. wrong...murder... blood-wite., .wight.. .
individual.. family to family. ..family ties...
Blood-bond (kinsman responsible for each
other).. .alliance... toar. ..peace... peaceful oc-
cupation., .tilling the land... landholder...
freeholder ...freeman ... independent indi-
vidual... independent community ... jealous
of boundaries.. .(marches... marl)... bound...
encircle... belt of land... ''land for the peo-
ple ". . .common.. . common ground . . . burial
ground.. .death ground . . . death... kill., kill
criminals,.. open enemy to law.. .secret foe.

[b. Social organisation.. .social orders.]
SOCIAL ORDERS... freemen... too free...
blunt. ..churlish. ..ceorls . ..eorls.. .earls. . . noble
blood... turtle's blood... aldermen... elected...
elected leaders. . .leadership. . .Sovereignty...
sovereign people. . .assembly of the people. . .
legislation.. .administration ... administer ...
medicine,.. bark... sacred tree. ..cut down...
cut short.. .debate.. .moot point... moothill...
Wittenagemot... wit... wisdom ... Council of
wise men.

[o. Social Orders,.. priest's orders.. .priest...
Religion.]

Trie English people came originally from
Denmark (Sleswick was then termed Eng-
land). They consisted of three tribes, the
Jutes, the English, and the Saxons. Their
common name (the English) indicates their
unity and the prominence of one tribe.

The basis of the Social Organisation of the
English was the free-landholder, who was
called the " weaponed man," this implying;
that he had the right to defend himself, the
right of private war. There was some idea
of public justice, however, in the blood-
wite or money compensation paid by tbe
family of the wrong doer to the family of
the wronged. Thus arose the blood-bond,
all kinsmen being responsible for each
other, and this led to alliance both in war
and peace. The, chief occupation of the
English in peace was tilling the land, and
the freeman was strictly the free holder.
The communities were as independent as
the individuals, and very jealous of their
boundaries (called marks), which generally
consisted of a belt of waste land, considered
as common ground, and used as a death
ground, where criminals wero executed.
Any stranger passing through it secretly
might be slain.

Social Orders. There were two social
orders, the freemen or ceorls. and the eorls,
or men of noble blood, from whom were
elected by the people the ealdormen to be
leaders in war and peace. The actual
sovereignty rested in the whole body of the
people, who assembled for purposes of leg-
islation and administration round a sacred
tree or round a moot hill, where also the
Wittenagemot, or council of wise men as-
sembled.

187

Religion— The religion of the English
was a kind of nature-worship, and conse-
quently the priesthood wars unimportant.
The chief deity was Woden (from whose
name we derive Wednesday) the war god.
guardian of ways and boundaries, inventor
of letters and reputed ancestor of the kings
of each tribe.

Thursday is Thor's day. Thor or Thun-
der was the god of Storm, rain.- and air.

Friday is the day of Frea, the goddess of
joy, peace and fruitfnlness.

Saturday is the day of Soctere.

Tuesday -the day of Tew, the dark god,
to meet whom was death.

Easter is from Eostre, the goddess of the
dawn.

Besides these, among many other mythi-
cal figures were the death goddess (Wyrd),
the shield maidens, the water spirit, Nicor,
Weland the Smith, ^Egil the hero archer.

Britain was invaded by Julius Caesar in
the year B.C. 65, and again in b.o. 54 ; its
conquest was completed, as far north as the
Forth, by AgricolH, a.d. 84. Roman civil-
isation was introduced. Great cities were
built, linked by magnificent roads; com-
merce thrived, and agriculture and mining
flourished. The country became wealthy,
but its decay was approaching. The culti-
vators on the estates of the great landed
proprietors sank into serfs, the government
was despotic, taxation was heavy, each
trade whs confined by a trade guild to it
hereditary caste, and there was dissension
among the Britons themselves. The town-
people were Romanised, hut the country
people remained apart, and the Britons in
the North, who were called Picts, made
raids on Roman Territory.

The Roman legions were recalled in 411,
and Britain, left defenceless against the
Picts. the Scots (an Irish tribe), and the
English, took the fatal step of hiring her
enemies the English as supporters against
her other enemies; and in 449 an Eng-
lish army under Hengest and Horsa. sailed
from Jutland to Ebbsfleet in the Isle of
Thanet.

Let no pupil memorise this before he has read the chapter in Mr. Green's book. The
Correlations ought not only to bring to mind the facts in the summary, but the fuller
details given in Chapter I. of Mr. Green's valuable work — not the words literally, but the
sense entirely. Instead of using the Correlations given here, make your own ; and, instead
of using the summary given here, make your own digest. A pupil, if he uses someone
else's Correlations, is like a man walking on crutches, and if he uses someone else's sum-
mary, is like a swimmer on bladders, or a child in leading strings.

Let the thoughtful Pupil note the contrast between this method of reading history, and
the usual method. In the latter caee, the eye may follow the words and sentences and
paragraphs, and even pronounce them aloud, and all the time the reader is thinking of
something else ! ! ! He thus gets no Firs'- Impression. He absorbs but one fact or
idea out of 1000 1 But, in using the above Method, the reader must think of the subject
matter. He cannot make the abstract if his mind wanders ; he thus absorbs all the per-

* A character in " Kenilworth."

t The ** s " is to remind the pupil that it is 54 and 55 B.C. and not A.D. See " Figure
Alphabet," page 60.

RELIGION ... natural religion ... nature-
to»r«/itp... (public worship., .priests... author-
ity. .. important.. .unimportant)... chief deity
...idol ...wood ... Woden)... woe.. .desolation...
tour-god., .pretext for war.. .encroachment...
boundaries.. .bound... bind book.... letters...
child...old man... grandfather... ancestor of
kings).. .Woden's day... Wednesday... Thurs-
day. ..(Thorns day... Thor... Thunder. ..storm
...rain...cooltheoir...air)... Friday... (Freaks
day. ..freedom.. Joy ... peace ... prosperity ...
Fruitfulness)... Saturday... (satyr... Soctere)
xra.gea...due...Tuesday...(Tiw''s day.. .hue...
dark ...dark god... gloom ... death) ... Easter
Tuesday ... Easter.. .(Eostre... east... dawn ...
rising.. .spring). ..resurrection. . . Death god-
dess.. .(f ate. ..weird.. . Wyrd). ..sword-wielding
woman... shield maidens ... breast- plate ...
heart... core.. .2Vteor...(nixy ... water- *pirit...
Old Nick...black ... *witt*...Wayland*... We-
ta7Z£^.Jand...sea...fish...gill... 4 *J?0rt...eagle... j
feathered. ..arrow. . .arclier.

[d. English Religion. .."England... Britain.]
BRITAIN ... invasion of Britain... Julius
Caesar... [seize her... seize goods... sell a/1 (55)
... sales.. .t*aitor (5-1)] ...conquest... more con-
quests ... forward ... Forth ... water... land...
agriculture ... Agricola ...(rick. .Fire 84) ...
Roman governor... Roman civUUation. .civil
... cities. . . streets., .roads. . . intercourse. . .com-
merce ... natural produce ... agriculture ...
ground.. .underground.. .mining... gold mines
... wealth ... (decayed fortunes ... decay) ...
landed proprietors ... property... chattels...
*er/*...abeolnte power., .despotic government
... heavy taxation. ..dutie* ... trade... trade-
guilds... exclusive... hereditary caste ... cast
down.. .broken ...divided.. .disunion ... union
...guild... town... Romanised towns-people...
un-Romanized country people... north coun-
try ... Northern Britons ...Scotch... Scots...
Picts.,. picking and stealing. ..raids... thief...
"stop thief" ... call ... recall of legions...
(crowds... crowd round.. .go round.. .rotate
411)... Britain defenceless... (enemies., .Picts
... Scots ... cot ... peaceful .'. ire... Ireland...
home rule. ..English rule... English) hire de-
fenders ... fender... fire place... ingle... Eng-
lish... shipping.. .rigging...wire rope (449)...
wire fence ... poultry yard.. .hen ... Hengest
and Horsa.

188

tinent ideas in abridging the statement, and be then clinches them and consolidates then
in his memory by the memorised Correlations. Although a little slow at first, he soon
gains speed, and what is more, he soon likes the method, because he remembers what
without it he could never retain, and because also he finds the making the abstract: and
the needful Correlation*, and memorizing thorn, are pleasing intellectual occap&fcious.
In this way he really does master the history, and he henceforth carries all its facts and
events in his head for the rest of his life.

MEMORISING MILITARY TACTICS.

7fcrntetf/orc«.. .inill-stream...rft>er...vary-
ing depth... danger to bather.. .risk.. .tear...
run... Bull Bun.. .Oat race... winner.. Jlrs t...
first lay subject.. .Lord Chancellor... Ghan-
cellorsviUe.

Bull Attn... bony bull... " seven lean kine "
...seven animals.. .seven mile*... seven mills
...Union Mill*... mill-stone... Stone Bridge...
fixed bridge.. .fix passage... six passages... t>t
each passage... Burlington Arcade... Missis-
sippi arcade... a Confederate brigade... two
brigades in reserve... reservoir.. .fish pond...
They FisHed a shslIow dock (1861, July
17)... deep pool... Dive (on the 18th).. .duck...
fed ... Federals ... union. ..uniting point ...
Centreville ... focus ... burn black... B f ack-
burn's Ford... dark, and star-light... Astron-
omer Mitchell ... MitclielTs Ford ... mich...
skulk... retreat of Federals... treat.. .delicious
odour... Mose (on 20th) ... ridge ..." Stone-
wall'" (Jackson's brigade).. .pier... Chelsea...
MitrJielts Ford. . . Chelmsford . . . Zulu assegai
...sting... Bee's brigade ... stung hand... ball
blue... behind BalCs ford.. .rifle ball.. .bullet
wound.. .wound (on the 21st)... nhillelagh...
Irish. ..Mitchell Henry... MUctuWn Ford...
Portland 6 tone... Stoma Bridge... troth and
water... 6ad»...Sudlej/s Ford... ford the R d
Sea... Pharaoh... dream of fat kine... well-fed
vision . . . Federal division. . .divide. . .dividing
line... at Centreville (the reserve remained)...
centre of body... stomach... feed carefully...
fed right.. .the Federal right.. .right to buy...
can afford ... (crossed at Sudley's Ford...
forge.. .red hot.. .Red House... field... boun-
dary., .line... plummet.. .mason. ..left at Stone
Bridge... Bridge of Sighs.. .faint Bigh...mild
laugh. ..right a mile and a hatf (from the
river).. .mile race.. .hut in.. .last.. .cobbler's
last... hob nail... nail-maker... Kirby Smith...
iron. ..rail... road. ..well-fed flogged horse...
Federal flank and rear... rearing horse...
broken in... Federals broke... broken pan...
panic.

General Sir E. B. Hamtey, in his " Opera-
tions of War explained,* 1 uses the first
battle of Butt Bun and the battle of Chan-
cellorsville, to illustrate the rUk run by s
force which crosses * river to turn the ene-
my's flank.

In the teven miles between Union Mill*
(on the Alexandria railway) and Stone
Bridge (on the road from Alexandria to
Warrenton), there are six passages over the
Bull Bun stream. A Confederate brigade}
guarded each of the six passages (while two
I brigades w«e in reserve) on July 17th,
, 1S61. On the 18th the Federals marched
from Centreville, and Tyier*s division tried
to pass at Blackburn's and MitchelPe Fords,
but was made to retreat. On the 20*A
Stonewall Jacksort* brigade reinforced the
Confederates, and was posted in the rear
1 of Mitchell's Ford. Bee"s brigade was in
I the rear of Ball's Ford. On the 21st a Fed-
eral division marched for Mitchell's Ford
(Federal left), another for Stone Bridge
(Federal centre), and another (Federal
right) for Sudley's Ford (beyond the Con-
federate left), while the Federal reserve
remained at Centreville. Of the Feder-
al right the advanced guard crossed at
Sudley's unopposed (and were afterwards
! met by n part of the Confederate Stone
! Bridge brigade), and the rear at Bed House\
opposed by Bee's brigade. Eventually the
| Federals formed line, their left at Stone
] Bridge and their right a mile and a ha{f
from the river, on the Confederate side of
I it. Supported by reinforcements from the
| right (including Jackson's brigade), and
i the last brigade from the reserve, the Con-
federates fought until Kirby SnUWs bri-
gades of Johnston's force, which had ar-
rived by the Manasses railway, fell on the
flank and Early's brigade on the rear of
the Federals* who broke and fled. Tne
brigades at M'Lean's Ford and Union Mills,
threatening Centreville, increased the Fed-
eral panic.

Remarks. — That portion of the above which one person would remember without aid,
another person must needs resort to memorised Correlations to fix permanently in mind.
Again, the ability to make a good abstract of a chapter or of » book, is often more useful
to the reader of a new and unfamiliar work than the ordinary University education. Yet
no two abstracts would epitomise the name passage in precisely the same way. Nor,
again, would two good Loisettians make Correlations alike or necessarily between the same
Extremes of this Abstract. Hence, the foregoing Abstracts and Correlations are offered
only as suggestions to the genuine student. But if the inevitable idler and amiable critic
exclaims, " All such thoroughness takes time, 1 * he simply means that he does not wish to
learn History a'; all, for if he really does deuire to master it, he knows perfectly well that
he could make abstracts, correlate and memorise them, in one hundredth part of the time
in which he could possibly learn the same work with equal thoroughness by endless
repetitions.

181)

SPEAKING WITHOUT NOTES,

is a practice similar to that of reciting Riddles, or the 71 sentences of
the Ratio, the Series of American Presidents, or Kings of England, if
he has learned them, except that in speaking without notes yon en-
large more or less on each topic ; but in reciting Riddles, or the sen-
tences of the Ratio, or a Series of Names and Bates, yon pronounce
those and those only. A young clergyman is very apt to imagine that
he will correlate together 20 to a 100 propositions in every discourse —
a theoretical conjecture never verified in fact. In practice, he will find
that he will very rarely correlate more than ten propositions together,
and he will correlate sub-propositions, citations, or illustrations to the
respective propositions to which they belong. Each person will man-
age this matter as he finds most convenient to himself, or, if he desires
to literally memorise his discourses, he can do so in the manner pointed
out in learning the sentences of the Ratio. But, by one who speaks
without notes is generally understood one who has only memorised his
leading ideas, and it is always a judicious practice for a beginner to re-
hearse his leading topics and their amplifications in private t/iat he may
test his memory, and then become familiar with a procedure in private
in order to be sure to be perfect in it before the public. This private
discipline is all the more necessary in the early stages of extempore
speaking, if the speaker is at all troubled by nervous anxieties or mind-
wandering.

After the clergyman has decided on his text, or the speaker on any
subject has selected his special topic, the next step is to think it out —
to make his plan — his mode of development of his ideas — their order
and sequence, illustrations, &c. All this will constitute an outline —
the SKELETON OF THE DISCOURSE. This should usually be com-
mitted to paper. If he possesses the requisite command of language
to enable him to express his views, all he now requires to do is to thor-
oughly memorise this Skeleton.

When this is done, the orator will have no occasion to have any notes
before him to refer to, and thereby to remind his audience that be is
merely rehearsing fervour a week or more old ; but, having the exact
order of ideas in his memory, he can proceed to speak on each succes-
sive topic until he has exhausted all the points and illustrations that
he had intended to use.

A speaker, who had learned my System as he claimed, wrote to me
that he had carefully memorised a skeleton of a lecture, and when he
delivered it, he forgot two important points ! ! To my inquiry how
many times he had recited from memory to his friends the Boat Race
and the Ratio, so as to secure confidence before others in recalling
what he had learned, he replied, "Not once — did not deem it neces-
sary.'' I then directed him to recite from memory the entire Ratio of
708 figures, at least 20 times before other people, and when he had
done this, he more carefully memorised another skeleton of a lecture,
and he did not miss a point, although he was interrupted several
times ! ! Nor has he forgotten a single point on any occasion since.
Those who wish to acquire the/wtt power of my System, must faithfully
carry out all my directions, and then they will find their reward is
much greater than 'liey had hoped for.

190

As one example worked out is worth reams of general direction and
precepts, I propose to give a speaker's method oi dealing with such a
skeleton by the application of my Syetem to. the following abstract of a
sermon.

2 Kings, V. 21, 22.

" So Gehazi followed after Naamart, and when Naaman saw him com-
ing after him, he lighted down from the chariot to meet him, and said,
Is all well ? And he said, All is well ; my master hath sent me."

THE HISTORY AND CHARACTER OF GEHAZI.

ABSTRACT.

N.B. — The words in italics are those between which Correlations are
necessary.
Introduction. —

The Bible, like the Sun % sheds its influence over all. TeUs abont sub-
jects more than king*, poor men than rich, *ertant* than masters: about
bad men men no less than good : good servants — such as Eleaear, Joseph,
Obadiah : and bad ones no less, among whom, GeJtazi.

Subject — Gehazi's History suggests a warning.
I — His Character— hypocrisy. Originally the servant of Elijah,
he long succeeded in deceiving Elisha also. Temptation at length made
him throw off the mask.

So temptation tries aU. The dear weU is disturbed by a stone, and the
mud rises. The ants' nest is touched, and it is in commotion. Hazad,
an instance of self-deception : and so Gehazi ripened for guilt.

II— His Guilt.— His covetoutness led him to deceive with a lie, 1st
Naaman ; 2nd, his master. What daring, to attempt to deceive the
Lord's Prophet !

III. — His Punishment. — Leprosy in his own person, and in his fam-
ily for ever.

Its bitterness threefold: 1st, extensive : 2nd, intense: 3rd immediate.

IV. — Practical Lessons.

(1) Such cJiaracters common.

(2) Their existence no argument against religion.

(3) Warning against love of money.

(4) Warning against dishonest business speculations of the day, aa

a path to affluence and position.

(5) Concluding exhortation.

CORRELATIONS.
The text is first correlated to" the title, " Gehazi.
— hazy. . . obscure. . . commonalty — Kings.

2. V. 21, 22.

Royal hunt (=A hen will hunt no

one.)

. 191

flST* The main Divisions are now connected

with thd Text, by a Correlation between

the first of them and Jbhe suggestive word

of the Text phrase —

Place-hunter... interest...'* friend at Court"— 1. INTRODUCTION.

fty The Divisions are next correlated to each

other ; by means of which a rapid survey

may be token of the subject as a whole.

Presentation at Court... King— 2. Subject.

Warning from
— lowly. . . vail ey. . . m ist. . . haze — GehazPs
— staff... old age../' tales of a grandfather" — history

— historical personage — 3. His Character.
— bad character... crime — 4. His Guilt.

—verdict . . sentence— 5. His P un ishment.
—birch rod... schoolboy —6. Practical Lessons.

fiy Lastly, the several points in each Division
are correlated to each other, the first of
them being in each case connected by a
Correlation with the heading of the Divis-
ion itself. Care should be taken, in ad-
dition, to connect by a Correlation the last
word of the Abstract in any Division with
the Heading of the Division immediately
following. It will be sufficient to give an
example in the case of the first three Di-
visions.

I. Introduction.

—Acquaintance... relatives. ..family — The Bible,
— divinity... Sun God — like the Sun,

sheds its influence
— Sunday... Sabbath... holy... whole— over all:

— omnibus ..hotel — it tells about
— Tell... apple... application... situation — servants more

than masters :
— wages... reward... good service — good servants,
—child... question... "eh, Sir ?" — such as Eleazar,
— lazar . . . leprous. . . spotted . . . variegated. . . coat of

many colours— Joseph,
— sheaves. . . Ruth . . . Obed— Obadiah :

(1) and bad ones, no
less ; amongst whom
■—weather. . . haymaking. . . hay — OehazL
—servant —

2. Subject. Gehazi's history

— discourse. . . exhortation. . . advice — suggests

— prompt... timely notice — a warning*
— storm signal. . . sign. . . hieroglyphic —

192

3. His Character.

—actor. ..mask— Hypocrisy.
— deceit. . . subtlety. . . serpent — Temptation
—attempt... do... make — made him
— compulsion. . . restraint — throw off
— throw... ball ..bal niasque— the mask
— disguise. . . detective. . . thief. . . trial — Temptation
— drink. . . adulteration. . . tests — tries
— judge... judgment hall— all.
— altogether... decided — The dear
— leap over... spring — well
—ill... calamity... distressed — is disturbed
— broken rest... broken pane — by a stone
— pebble... gravel... soil — and the mud
— muddy water... spring — rises;
— early rising... sluggard — the anCs
— insect. . . leaf. . . twig — nest
— egg... yoke... ox goad — is touched,
and it is in
— stirred. . . disturbance — commotion
— motion. . . wheel. . .nut. . . hazel — Hazael,

an instance
— a sale... mock auction. .. deception — of self-deception.
— deceit... seat... set — 80
— tears. . . a sob. . . a sigh — Qehazi
— gaze. . . peer. . . pear — ripened
— seasoned. . . hardened. . . criminal — for guilt

Let the Student send me his own Correlations in lieu of the forego-
ing, and an example of his own completely worked out as above, whether
his example be a Sermon, a Scientific or Literary Address, or a Speech
on any other subject. I will return it to him with my criticism pro-
vided he enclose a stamped directed envelope.

AST" After two or more Abstracts or Skeletons have been worked out
carefully in this exhaustive manner, less pains will thereafter suffice.
As the Pupil's memory grows stronger and his confidence in the method
increases, he will need to correlate together only a few catchwords.

HOW TO USE THE "LOISETTIAN SPY-GLASS."

The following is an account, by one of my Students, of a
Feat of Memory that my Pupils have performed for many
years, although this particular one is the first to call it the
" Loisettian Spy-Glass " : —

One evening at a party. I conceived the idea of what I call the
u Loisettian Spy-Glass." I challenged the company to elect one of its
number to place 50 different articles on a table in a private room, and
then the entire company was to be invited into the room, and all of us
were to have just time enough given to take a deliberate look at each
article, when we were to return, and I would be the only one who
could remember and mention all the 50 articles. The trial was made,
and I alone was successful. The highest number reached by anyone else

193

was 19 ! To the question, " How could you remember them all? " my
reply was, "I looked at the articles through the * ' Loisettian Spy-
Glass." or, in plain language, tJie Loisettian System had enabled me to
remember tJiem all. Since then I have successfully remembered 100 such
articles after little more than a glance at them. In short, I believe I
could take a mental inventory of a small Civil Service store, and un-
failingly remember every article, without making a single mistake.

Taking a hint from the foregoing, which I have copied into
ray Prospectus, another Pupil sends me the following, list of
articles, which had been placed on a table in a private room,
which he correlated together, and was thereby enabled to re-
member without mistake — the highest number remembered
by his most successful competitors being only 15 ! ! —

FIFTY ARTICLES ON THE TABLE.

Opera-glass... corkscrew. . . hammer. , .ring. . .scissors. . .key. . .flower

doll. . . duster. . .bracelet... book... Noah's ark... mouse-trap... boot...

collar. . . string. . . music . . . ruler. . . wig. . . filter. . . bun. . . forceps. . . sandwich. . .
egg- boiler. . .pen.. . cheese. . . lace.. . egg. . chalk. . .shell. . . letter-weight. . . gum
bottle. . . slate. . . fig. . . glove. .. work-box. . . ball. . . trumpet. . . pack of cards. . .
flat iron... warming - pan... counters .. . timepiece... gimlet... diary... news-
paper. . .skipping-rope. . .map. . . chess-board. . . tippet. . .

These are his own Correlations — by means of which he remembered
oil f.V)ARA articlss *

OPEEA GLASS. . .Glass. . . bottle. .'. cork. . . CORKSCREW.. . Screw. . . nail. . .
HAMMER... Hamper... luncheon... dinner... bell... RING... Finger... nail..
SCISSORS. .. Cutter. . . boat. . . river. . .quay. . . KEY. . . bunch. . .bunch of flow-
ers. . . FLOWER. . . Petal. . . pet. . . idol. . . DOLL. . . Sawdust. . . DUSTER. . . Dust
. . . road. . . race. . . brace. . . BRACELET . . . Let. . . letters . . . printing. . . BOOK. . .
Leaf... tree ... bark ... ark ... NOAH'S ARK... Ararat... rat... rat trap...
MOUSE TRAP.. .Mouse.. .cat.. .puss... 1 ' Puss in Boots "...BOOT... Lace...
lace collar. . . COLLAR. . . Neck. . . necktie. . . tie. . . STRING. . . Fiddle-strings. .
MUSIC... Bar... iron... iron ruler... RULER.. .King.. .crown.. .head... WIG
...False hair... fall... waterfall... water ... FILTER ... Charcoal ... wood...
bundle of wood. . . bundle. . . BUN. . . Bonnet. . .head . . . forehead . . . FORCEPS
...Force... forcemeat... meat ... SANDWICH ... Sand ... sandglass ... EGG
BOILER... Egg... chicken... bird... plume ... quill... PEN.. .Nib... nibble...
CHEESE... Cheesemonger ... hunger ... appetite... tight lacing... LACE...
Lay.. .lay an egg... EGG... White of egg.. .white ... CHALK ... Cliff.. .sea-
shore... shells... SHELL. ..Fish... scales ... LETTER WEIGHT ... Letter
stamp... gum label... GUM BOTTLE. ..Gums... mouth... roof of mouth...
roof... SLATE... Sum... figures... FIG... Date... palm... hand.. .GLOVE ...
Boxing...box... WORK BOX.. .Cotton.. .reel.. .dance.. .BALL.. .Toss... bull
...horn... TRUMPET... Trump.. .whist... cards... PACK OF CARDS...
Cardboard ... board... ironing... FLAT IRON... Flat... pancake... pan...
WARMING PAN.. .Bed... counterpane... COUNTERS... Coin.. .mint ...
thyme. . . TIME-PIECE. . . Time. . .mark time. . . drill. . . hole. . . GIMLET. . . Let
..."Letts* Diary "...DIARY... Chronicle... ''Daily Chronicle " ...NEWS-
PAPER... Lines... rope line... rope... SKIPPING ROPE... Rope... Europe
13

194

...Map of Europe.. .MAP.. .World.. .round.. .square.. .CHESS BOARD...
Boa.. .fur.. .TIPPET.

Let the Pupil make and memorise his own Correlations in each of
above cases and send them to me for criticism.

CAUTION.— Let the Pupil not attempt to do this Feat until he has re-
peated before others from memory at least 10 to 20 times The Knight'n
Tour, The Ratio, and one or two other exercises that I may have given
him. When he can think, and recaU past thoughts readily in the pres-
ence of others, when his retentimness has been greatly improved by his
having made and memorised a great many Correlations, then he can do
this Feat with invariable success, commencing with 25 articles, gradually
increasing in number till he can remember 100. When challenged to
show what he can do, let him challenge his challenger to take part in this
Feat, and he will beat him every time ; since his challenger will have
no method to assist him and no Correlation to make his memory infalli-
ble. Let the ambitious student perform this Feat as often as possible,
not merely to astonish his friends, but to gain confidence in the use of
his memory, and readiness in the application of my Method — results
which will go far to make him successful in any walk of life. When
any of my Pupils is challenged to prove what he can do, the true test
is not to compare his efforts with what has been told his critics, or what
they have read about anyone else; but, the only honest criterion is
between what he could do before learning my System, and what he can
do now in the same time.

Memorisation of Latin, Greek, or other Foreign Sentences.

Latin Sentence.
Res, »tas, usus semper aliquid ap-

portat novi. ( Terence. )
Video meliora proboque, deteriora

Translation.
Thing (experience), age, custom al-
ways brings something new.
I see the better things and approve

sequor. {Ovid.) I of them, I follow the worse.

To remember such sentences, correlate, if necessary, all the words to
one another, or those parts only wliere you find that your natural memory
fails you. For instance, the first of the above sentences may be mem-
orised thus : Res (rase) graze. ..eat. ..jet as (ass). ..beast of burden...
useful. ..usus (use). ..useless. ..empty. ..semper (December). ..Christ-
mas. ..tide. ..water. ..liquid. ..aliquid (quidnunc) news. ..reporter.. .
port. ..apportat (tat) tatter. ..old. ..new. ..novice. ..novi.

Memorisation of the second sentence — video (vide) see... see better
. . . ameliorate . . . meliora . . . (meal) linseed . . . lint. . . wound . . . probe. . .
proboque (pro) con . ..contrary . . .oppose. . .deter. . .deteriora (deteri-
orate) inferior. ..follower., .sequence. . .sequor.

The following distich contains all the letters of the Greek
Alphabet :
OR. ^vXOj jSAcV/rov avw, £avcov ShrtXrfieo iravrw

ro. Psyche, blepson ano xeinon cTepiletheo panton

lit. Soul, look thou upward, foreign forget thou all things.
G. WLrfii aayrj vuctov irpos ((xfyotvra 8cfta?-

r. Mede s'age nikon pros zophoenta demaa

l. That not thee lead conquering towards dark things the body*

195

Correct Translation.

My soul, look thou on high ; heed not things foreign to
thy nature, lest the body triumph over thee, and lead thee
into darkness.

The Distich in Capital Letters.

¥YXH BAE*ON ANO BEINON A'EIIIAHOEO HANTON-
MHAE S'ArH NIKON EPOS ZOfcOENTA AEMA2-

Distich. . .couplet. . .couple. . .single. . .soul. . .psychology
. . .Vvxn. . .key. . .water. . .bubble. . .bleb. . ,/JAtyov. . .plebe-
ian. . .ann. . .avw. . .no. . .more. . .plus. . .sign 4- . . . fciWv. . .
known . , . let know . . . inform . . . infirm . . . debile . . . ShnX-qOto
theism . . . pantheism . . . Travrcov . . .pan . . .pot . . . drink . . . mead
. . Mrfii. . . Eden. . . fall. . . bend. . .sag. . .<rayrj. . . agony. . .
sharp pain. . .sharp point. . .cone. . .vlkwv. . .nickname. . .libel
. . .prosecution. . .wpos. . .prostrate. . .lying down. . . sofa. . .
{o^ocvra . . . end . . . aim . . . dame . . . Sc/xas.

|y ACCUMULATIONS of PACTS, PRINCIPLES, CITATIONS,
ILLUSTRATIONS, PROVERBS, ANECDOTES, &c.^&a, on any par-
ticular subject

Suppose yon recognise the fact that you are a social being, yon will
then realise the duty of becoming an ENTERTAINER. By my Art,
you can soon accumulate and have at instant command hundreds of an-
ecdotes, conundrums, &c. , &c. (1) The first thing to be done is to mem-
orise, say for instance the following Riddle: — "Why was Noah the
greatest financial genius ever known ? Because he managed to float a
Company of Limited Liability whilst the rest of the world was in liquida-
tion." Tou might make two or three Correlations, and, by memorising
them, infallibly remember the conundrum and its answer. But, for
the sake of illustration, I will correlate together all the principal words,
thus: Why. . .knows why. . .know... Noah... flood... fire... grate.. .Great-
est... smallest... small... fine... Financial... money... money-king... elever-
?iead...QRmua..j ! bol... ti yes, m'\..Kxowis...well-knoum...weU-being...bce
... Because. .. cause. .. bringing to pass. . .manager. .. Managed. .. man.. .man
of war... Float... buoy... single... Company... accompaniment... music...
stop... limit.. .Limited... limited responsibility,.. Liability... Ue...Ue down
...rest. .Rest of the World... globe... water.. .liquid... Liquidation, or
using Interrogative Analysis exhaustively for illustrating, thus : What
indicates this to be an enquiry ? — " Why was Noah the greatest finan-
cial genius ever known ? " Is this enquiry made in regard to the pres-
ent, past or future ? — " Why was Noah the greatest financial genius
ever known ? " In regard to whom is the question asked ? — " Why was
Noah the greatest financial genius ever known ? n What enquiry is
made concerning Noah ? — " Why was Noah the greatest financial genius
ever known ? '* In regard to what was Noah the greatest genius ? —
" Why was Noah the greatest financial genius ever known ? " In what
degree was Noah a financial genius V — "Why was Noah the greatest

196

financial genius ever known ? " Does this enquiry imply that there
has often been such a genius ? — "Why was Noah the greatest financial
genius ever known ? " Was the existence of this genius a matter of
conjecture or of positive knowledge? — "Why was Noah the greatest
financial genius ever known?" How do you know that he 'possessed
this great financial genius? — " Because he managed to float a company
of limited liability whilst the rest of the world was in liquidation." Who
managed to float a company ? — " Because he (Noah) managed to float a
company of limited liability whilst the rest of the world was in liquida-
tion." What did Noah do in regard to this company? — " Because he
managed to float a company of limited liability whilst the rest of the
world was in liquidation." Was it as manager or otherwise that he suc-
ceeded in floating the company ? — " Because he managed to float a com-
pany of limited liability whilst the rest of the world was in liquidation."
What did he manage to float ? — •* Because he managed to float a com-
pany of limited liability whilst the rest of the world was in liquidation."
What kind of company dM he manage to float ? — ' k Because he managed
to float a company of limited liability whilst the rest of the world was in
liquidation." When did he manage to float this company ? — ** Because
he managed to float a company of limited liability whilst the rest of the
world was in' liquidation." Whilst he floated this company, was there
anything not floated or in liquidation ? — " Because he managed to float
a company of limited liability whilst the rest of the world was in liquida-
tion." The rest of what was in liquidation ? — " Because he managed
to float a company of limited liability whilst the rest of the world was
in liquidation. ; ' Is the assertion made of the rest of the world ? — " Be-
cause he managed to float a company of limited liability whilst the rest
of the world was in liquidation. " In what condition was the rest of the
world ? — " Because he managed to float a company of limited liability
whilst the rest of the world was in liquidation, "

In this manner, with as many or as few Correlations or Interroga-
tions as he finds needful, the Pupil will always first memorise the cit*
tion, adage, anecdote, riddle, or whatever else he wishes to remember.
(2) The next step is to Correlate the first anecdote, citation, illustration,
&c, to the CLASS to which it belongs, and through which you must
think to get to it by correlating the prompting or suggestive word to
that class. In the case of the above riddle, the class would be the
word Financial or . Financial Genius, and to this you would correlate
the word Noah.; or you could start, as I do in the case of the following
Riddles, and connect the prompting word lk wrathful " in the first rid-
dle to the word riddle itself, and the word " wrathfnl " to the Prompt-
ing word in the next, to wit, " sneeze," and so on till hundreds of rid-
dles are cemented together, always presuming that the Student first
memorises a riddle when he first meets it, as I did the " Noah " riddle
above. Similarly, he can tie up hundreds or even thousands of facts
to the class to which they belong, doing one at a time as he finds them.
In this way, any one could easily learn an entire book of anecdotes, a
dictionary of quotations, masses of facts, experiments, &c, &c , by
correlating them to the classes to which they belong, and then stringing
together all those that come under that class, as these Riddles are
united together below.

197

RIDDLES.

[. . . questions. . . disputing. . . quarrelsome. . . ]

1. Why is a wrathful man exactly like 59 minutes past 12 ? Because
he is just upon the point of striking one (1).

[. . . hot-tempered. . . hot. . . cold. . . ]

2. When does a man invariably sneeze five times in succession.
When he cannot help it.

[. . .tissue. . .fibres. . .strings. . .]

3. When is a bonnet not a bonnet ? When it becomes a woman.

[. . .head. . .nail. . .hammer. ..]

4. Why is a blacksmith the most dissatisfied of mechanics ? Because
he is always striking for his wages.

[...Smith O'Brien...]

5. Why is an Irishman rolling over in the snow like a mounted po-
liceman ? Because he is pat-rolling.

[. . .Emerald Isle. . .lapidary. . . " cut ". . .]

6. Why is a game of cards like a timber yard ? Because there are
always a great many deals in it.

[. . .advertisement. . .quack. . .]

7. Why do ducks put their heads under water ? For divers reasons.

MENTALLY REPORTING SERMONS OR LECTURES.

In these cases you correlate together the leading Propositions, Facts,
or Illustrations which you wish to remember. The process is exactly
the same as that pursued with the Riddles or the sentences of the Ratio,
with this difference, that the Riddles and the sentences of the Ratio
are selected for you, but, in mentally reporting, you have to make your
own selection of the Points or Topics of the discourse you wish to re-
port. No one would attempt to remember all the words and sentences
spoken. It is only the leading ideas you wish to carry away. But
even then you have a triple work to do. You have to select your Propo-
sitions to be remembered and also the Suggestive Words in them, and
then correlate together these Suggestive Words, and all the time you
are doing these onerous feats, you are anxious lest you may omit some
important remark or ideas ! 1 Some people are so troubled with this
nervous anxiety that all their efforts to think, select, and correlate are
completely paralysed ! But let not the most courageous and steady of
nerve attempt too much the first time he tries, nor even the second or
tenth time. "Make sure of a few things, even although you lose
many things, 11 should be his motto, until he cau coolly plan and rapidly
execute. But let no one attempt to report an address until he can
make Correlations very rapidly, and until he has had genuine practice
in making abstracts of essays, chapters, &o. That secures a mastery
of the method to be used, and its application to Mental Reporting be-
comes thenceforth easy and delightful if he can restrain all nervous
anxieties. J[y The best Method for the beginner is to take careful
notes while listening, and then on his way home, or immediately on
reaching home, let him thoroughly memorise his notes by my System,
and not lay his notes aside, as is usually done, with the resolve, rarely
carried out, of memorising them subsequently. But let him memorise

198

them while the matter is all fresh in his mind. In this way he soon
strengthens his Natural Memory and his power of abstracting to such a
degree that he can listen and take away with him everything he desire*
to remember. And, on all occasions, let him give an account to some
one of the lecture, and with as much detail as possible. After his
memory has been thus developed and strengthened to its utmost, he
will not have to use Correlations or Interrogative Analysis and Ab-
stracts. Successful Mental Reporting is one of the final and crowning
triumphs of the Art of Never Forgetting.

[MORE THAN 1500 APPLICATIONS OF MY SYSTEM !!— There
are 500 applications of the Laws of In. , Ex. and Con. in the First Les-
son, and in the subsequent lessons, including this one, there are more
than ONE THOUSAND Correlations, each one of which is a distinct
and separate application of my System. No one can learn and use all
these applications of my System in the exact way 1 point out, by re-
garding my Correlations, date-words, homophones, <fec. as Samples
only, and using his own date- words, Correlations, &c., without having
his concentration greatly strengthened and becoming a genuine Mem-
ory-Athlete.]

MEMORY AND SUCCESS.— If a manufacturer is about to engage
1000 men, what is the secret principle that guides his choice, always
assuming that the applicants are trained to the business ? It is : " Can
they remember to do exactly as they are told to do ? " And if, from
pressure of hard times, he is obliged to discharge half of them, who
have to go ? Those whose treacherous memories prevent their remem-
bering their instructions, and who are always or occasionally offering
excuses for omissions, blunders, or mistakes. And the same course is
taken in every other department of life. In short, the HIGHEST
SUCCESS is possible with a good memory: impossible without it
And FAILURE always haunts the steps of those possessing unreliable
memories. Therefore, my final words to my Pupils are, "Get Health,
j?et Competency in your calling, but above all get— if you have not al-
ready acquired— The LOISETTIAN Art of Never Forgetting."

199

APPENDIX TO LOISETTE SYSTEM.

THE LOISETTIAJT SCHOOL OF PHYSIOLOGICAL
MEMOEY.

PRESIDENTS OF THE UNITED STATES OP AMERICA

♦General George Washington,

John Adams,

♦Thomas Jefferson,

♦James Madison,

♦James Monroe,

John Quincey Adams,

♦General Andrew Jackson,

Martin Van Buren,

fGENERAL William Henry Harrison,

John Tyler,

James Knox Pole,

fgeneral zachary taylor,

Millard Fillmore,

General Franklin Pierce,

James Buchanan,

♦Abraham Lincoln,

fANDREW Johnson,

♦Ulysses S. Grant,

Rutherford Birchard Hayes,

{General James A Garfield,

General Chester A. Arthur,

Grover Cleveland,

From 1789 to 1797
From 1797 to 1801
From 1801 to 1809
From 1809 to 1817
From 1817 to 1825
From 1825 to 1829
From 1829 to 1837
From 1837 to 1841

1841
From 1841 to 1845
From 1845 to 1849
From 1849 to 1850
From 1850 to 1858
From 1853 to 1857
From 1857 to 1861
From 1861 to 1865
From 1865 to 1869
From 1869 to 1877
From 1877 to 1881

1881
From 1881 to 1885

1885

Pupils who have mastered my System, learn the above series, which
gives the Order of Succession, Dates of Accession, and the time of ter-
mination of Official Service of the American Presidents, in a single care-
ful perusal.

Printed expressly for the Pupils of Professor A. Loisette.

* Those who were in office more than four years were re-elected for a second term.

t Those who were Presidents for lesH than four years, died in office and were succeeded
by Vice-Presidents. President Lincoln was murdered forty days after the commencement
of bis second term of office, when Vice-President Johnson became 17th President.

200

THE KNIGHT'S TOUR.

It goes without saying to the Chess player, that the move of the
Knight is L shaped, one leg of the L being always twice as long as the
other, and that in this celebrated Tour he makes correct Knight's moves
all the time ; but in popular language we may say : the object of this
Problem is to conduct the Knight all over the Board from No. 1 or any
other number, and to return to the same point whence it started with-
out its having rested upon the centre of any square more than once in
its course. The following is a diagram of the tour :

^?C

^Sr

^<^

^V*

^vJzV^

• v

\/f0

iy\/

\As

iA/

b?^

ao\

V > 2 P^

\/H

*$ /

^r"

S/ 2 ^/

\Aq

3l\/

V^2.

3u/

\»/

37 /

\ 38

3^/

VAo

41 1

f^r

/43

44-

*hf

47 V

\/ 3 '

5 ^7

^Jl^>

^52^

53^>

^54^

\ 5 ^>

A58

"t\

$2 1

63.

'64-

The crookedness of this journey must be apparent to any one. If he
start from square 1, he would 'have to touch successively the following
squares, reading the series from left to right and not in columns.

1—11 5 15 32 47 64 54 60 50 35 41 26 9 3 13

7 24 39 56 62 45 30 20 37 22 28 38 21 86 19 25

10 4 14 8 23 40 55 61 51 57 42 59 53 63 48 31

16 6 12 2 17 34 49 43 58 52 46 29 44 27 83 18-1

.201

To do this tour " blind fold " or without seeing the board, has always
"been one of the star tricks of professional chess-players ; and yet any of
my pupils can do it after their second lesson in my system. The method
of Dr. Richard Grey, a celebrated teacher of Mnemonics, applied to this
problem, would necessitate committing to memory the following unpro-
nounceable and uncomprehensible word !

TOUR babubutefoiso
aun ibipef inusaudol
k e b i sanelazoboyet o
dunutautokibasaube
udo senofepitak.

I can hardly offer a better example of the folly of artificial systems.

o s y 1 y t
z e z i p e
u 1 a u b u

api'f on

u f a d
d e k i

bupo
o t u k

THE OXFORD AND CAMBRIDGE UNIVERSITY BOAT RACE.

DATE

1829
[1831*]
I1885t]

1836

1839

1840

1841

1842

1845*

184G§

1849) ,

1849 f B

1852

1864

1856

1857T

1858

1859*»

1860

1S61

1862

1863

1864

WINNEB

.OXFORD

..CAMBRIDGE
..CAMBRIDGE
..CAMBRIDGE
..CAMBRIDGE
..OXFORD
..CAMBRIDGE
..CAMBRIDGE
..CAMBRIDGE
..OXFORD
..OXFORD
. . OXFORD
.CAMBRIDGE
..OXFORD
. .CAMBRIDGE
..OXFORD
..CAMBRIDGE
..OXFORD
..OXFORD
..OXFORD
..OXFORD

DATB

1865

1866

1867

1863

1869

1870

1871

1873

1873tt

1874

1875

1876

1877«

1878
1879

1880SS

1881*

1882

1883

1884Q ||

1885

1886

...OXFORD

.. OXFORD

...OXFORD

...CAMBRIDGE

...OXFORD

...CAMBRIDGE

J OXFORD
• "j CAMBRIDGE
...OXFORD
. .CAMBRIDGE
...OXFORD
...OXFORD
...OXFORD
...OXFORD
...CAMBRIDGE
...OXFORD
...CAMBRIDGE

§§

Not rowed owincc to prevalence of Cholera.

The challenge of 1834 still unaccepted.

First race over the Putney and Mortlake Course.

First race rowed in outriggers.

In this Race there was a " Fonl" — that is, a collision between the Boats, and it

was rowed over the same year, each University winning a race.
First Race in the present style of Boats without keels.
The Cambridge Boat sank.
Sliding Seats used for the first time.
The Race was a Dead Heat. The Oxford bow-man caught a crab, and sprung his

oar when leading.
Rowed on Monday because of fog on Saturday. The first race that was postponed.
Rowed on Monday, owing to Prince Leopold's Funeral taking place on the Saturday.

Mnemonics is 7iors de combat without the boasted " Wheelbarrow"
euphemistically called a "Key" — 100 objects, sometimes 500 or even
1000, ideally placed on the floors, walls and ceiling of rooms, or other-
wise localised in figured situations called " Pegs.'' To this series of
fixed Objects the Mnemonist t4 associates " by his " Links" or "Asso-
ciations" any other series, such as the Kings of England, Popes of
Rome, the Sixty-four Elements of Chemistry, the Thirty-nine Articles,

202

the Dates of the Oxford and Cambridge successes in the University
Boat Race, Topics or Heads of numerous Sermons, Addresses or Lect-
ures ; in short, everything and anything that is to be remembered ! ! !
— a Procrustes' Bed to which everything is to be fitted by Contortion or
Distortion, with the inevitable result of making this Anarchical Machine
44 a measure " of the Universe and of all that is therein, and the opera-
tions of the mind of the Adapter the very Climax of Artificiality ! I
By this False Process, the Natural Sequence of Ideas in the Subject-
Matter itself is always either introverted, perverted or destroyed.

My Pupils easily learn all the facts of the Oxford and Cambridge
University Boat Race, as above, or any other facta whatever, without
the use of any Artificial Appliances.

KINGS OF ENGLAND BEFORE THE CONQUEST.

Egbert 827to837

Ethelwolt 837 to 857

Ethelbald 867 to 880

Ethelbert 860to86«

Ethelredl 866 to 871

Alfred the Great 871to901

Edward L, The Elder 901 to 925

Athelatan 925 to 040

Edmund I 940 to 946

Edred 946 to 955

Edwy 955 to 958

Edgar, The Peaceable 958 to 975

Edward II., The Martyr 975 to 979

Ethelredll 979 to 1013

Sweyn ..1013 to 2014

Canute the Great 1014

Ethelred II. (restored) 1014 to 1016

"cSSSi 11 " In>n8ide and } 1016 to 1017

Canute (alone) 1017 to 1035

Harold I., Harefoot 1035 to 1040

Hardioanute . 1040 to 1043

Edward III. The Confessor . .1042 to 1066
Harold II 1066

KINGS OF ENGLAND SINCE THE CONQUEST.

William I 1066 to 1087

William II 1087 to 1100

Henry I 1100 to 1135

Stephen 1135 to 1154

Henry II 1154 to 1189

Richard 1 ....1189 to 1199

John 1199 to 1216

Henry III 1816 to 1278

Edward 1 1272 to 1807

Edward II 1807 to 1327

Edward III 1827 to 1377

Richard II 1877 to 1399

Henry IV 1399 to 1413

Henry V. 1418 to 1422

Henry VI 1422 to 1461

Edward IV 1461 to 1483

EdwardV 1483

Richard III 1483 to 1485

Henry VII 1485 to 1509

Edward VI 1647 to 1558

Mary 1553 to 1558

Elizabeth 1558 to 1603

James I 1603 to 1625

Charles I. ... 1625tol649

Commonwealth 1649 to 1653

Cromwell 1653 to 1658

Richard Cromwell 1658 to 1659

Interregnum 1659 to 1660

Charles II 1660tol6*5

James II 1685 to 1689

William III 1689tol702

Anne 1702 to 1714

George 1 1714to a 17S7

George II 1727 to 1760

George III 1760 to 1820

George IV 1820 to 1830

William IV 1820 to 1830

Victoria 1837

THE RATIO OF THE CIRCUMFERENCE TO THE DIAMETER
EXPRESSED BY THE INTEGER 3, AND 707 DECIMALS
READING FROM LEFT TO RIGHT.

203

204

The foregoing is a computation of the Katio of the Circumference of a Circle to its
Diameter [the Diameter being 1 1, made by Mr. Wiljuam Shanks, of Hough ton-le-Spring,
Durham, founded upon a formula of Machin's.

B^" To recite even 150 of the Figures of this Ratio in the exact or-
der is a feat practically impossible to the unassisted Natural Memory.

COMPLETE LIST OP DERBY WINNEES,

From 1780 to 1886.

Diomed 1780

Young Eclipse 1781

Assassin 1782

Saltram 1783

Sergeant 1784

Aim well 17S5

Noble 1786

Sir Peter Teazle 1787

Sir Thomas 1788

Skyscraper 1789

Bhadamanthus 1790

Eager 1791

John Bull 1792

Waxy 1793

Daedalus 1794

Spreadeagle 1796

Didelot 1796

Pharamond's S i s t e r * s

Colt 1797

Sir Harry 1798

Archduke 1799

Champion 1800

Eleanor 1801

Tyrant 1802

Ditto 1803

Hannibal 1804

Cardinal Beaufort 1805

Paris 1806

Election 1807

Pan 1808

Pope 1809

Whalebone 1810

Phantom 1811

Octavius 1812

Smolensko 1813

Blucher 1814

Whisker 1815

Prince Leopold .

Azor

Sam

Tiresias

Sailor .

.1816
.1817
.1818
.1819
.1820

Gustavus 1821

Moses 1822

Emiiius 1823

Cedric 1824

Middleton 1825

Lapdog 1826

Mameluke. 1827

Cadland 1828

Frederick 1829

Priam 1830

Spaniel 1831

St. Giles 1832

Dangerous 1883

Plenipotentiary 1834

Mundig 1835

Bay Middleton 1836

Bosphorus 1837

Amato 1888

Bloomsbury 1839

Little Wonder. 1840

Coronation 1841

Attila 1842

Cotherstone 1843

Orlando, 1844

Merry Monarch 1845

Pyrrhus the 1st 1846

Cossack 1847

Surplice .1848

Plying Dutchman 1849

Voltigeur 1860

Teddington 1851

Daniel O'Rourke 1852

West Australian 1853

Andover 1854

Wild Dayrell 1855

Ellington 1850

Blink Bonny 1857

Beadsman 1858

Musjid 1859

Thormanby I860

Kettledrnm 1861

Caractacus 1862

Macaroni 1863

Blair Athol 1864

Gladiateur 1865

Lord Lyon 1866

Hermit 1867

Blue Gown 1868

Pretender 1869

Kingcraft 1870

Favonius 1871

Cremorne 1873

Doncaster 1873

George Frederick 1874

Galopin 1875

Kisber 1876

Silvio. 1877

Sefton 1878

SirBevys 1879

Bend Or 1880

Iroquois 1881

Shotover 1882

St. Blaise 1883

St. Gatien I 1 oo 4

Harvester J 10lH

Melton 1885

Ormonde 1886

My Pupils, through the aid of my Art of Never Forgetting, can re-
cite the entire series forwards and backwards, and can also give the
year of any horse and the horse of year, on these being asked at
random, up and down the entire list, without resort to that huge
Babel of Mnemonical Artificiality called a u Key," or sometimes hon-

205

ored by the pet name of u Wheelbarrow," or a collection of ** Pegs*
100 in number, or any recourse to its " Mental Daubs" or "Nursery
Associations." By means of the inexhaustible fertility of my System,
my Pupils can easily add the Pedigrees of the Winners, and the names
of their Jockeys and Owners. Learning the List of Derby Winners in
this thorough manner is mere pastime for those who have mastered my
System.

STUDENTS OF THE LOISETTE SYSTEM.

The Loisette System has had large numbers of students in all parts
of the country.

The following list is taken from the " Professor's" circulars.

Philadelphia 1500

Baltimore 1100

Washington 1150

Detroit 1005

Univ. of Penn 400

Univ. of Mich 409

Wellesley College 400

Yale 400

Oberlin 350

Columbia (Law school) 100

Potsdam, N. Y. 238

Meriden, Conn 200

Norwich 250

Boston 1210

TESTIMONIALS OF THE LOISETTE SYSTEM.

(Frank H. Foster, Professor in Church History in Oberlin Theological
Seminary,)

October 10, 1887.
" The more I use your system, the better I like it.'*

Examination Passed, and Gold Medal Won.

40 Hawkins St., Londonderry, Ireland.
December 8, 1887.
I can fully endorse your statement that it is calculated in the high-
est degree to strengthen the Natural Memory, besides being unrivalled
aa a device for memorizing. ... At the Irish Intermediate Exam-
inations, held in June, I was awarded in the Senior Grade ;». £40 prize,
the English Gold Medal, and £4 for English Composition, and I ob-
tained the second place in Ulster, and the fourth in Ireland, against
219 competitors, although I was a year and a half below the prescribed
limit of eighteen.

As far as memory goes, I feel that this result was due to you. I be-
lieve that any school-boy who had mastered your system, and was
taught as I was, would be able to carry all before him in any examina-
tion and against any rivals. William A. Goligher.

(Mark Twain.)

Hartford, March 4, 1887.
Bear Sir : — Prof. Loisette did not create a memory for me ; no,
nothing of the kind. And yet he did for me what amounted to the
same thing, for he proved to me that I already had a memory,
a thing that I was not aware of till then. I had before been able,
like most people, to store up and lose things in the dark cellar of my
memory ; but he showed me how to light up the cellar. It is the dif-

206

ferenoe, to change the figure, between having money where yon can't
collect it, and having it in your own pocket The information cost me
but little, yet I value it at a prodigious figure.

Truly yours, S. L. Clemens.

(Rev. Francis B. Denio, Professor of Hebrew in the Bangor Theological
Seminary.)

If I had been a master of this System twenty years ago, I should
have been saved three or four years of the drudgery of repetition, on
which I have hitherto relied to fix any knowledge, and especially that
of the vocabulary of a foreign language. ... I have decided that
hereafter I shall try to induce all my students to master this system
before they engage in their linguistic studies under my direction.

(Bon. W. W. Astor.)

I have now mastered your System quite thoroughly and use it con-
stantly.

One feature that I value not the least is that the habit of its use has
greatly strengthened and improved my natural memory.
June 5, 1884.

(New York Tribune, March 25ta, 1887.)
The System of Memory Training that is taught by Prof. Loisette
is creating a stir among mind workers, second to nothing of its charac-
ter that has ever been attempted in this country.

(Dr. Andrew Wilson, and R. A. Proctor.)

Dr. Andrew Wilson has said respecting the System : — Whether re-
garded as a device for memorizing, or in its more important aspect as
a System of Memory Training, Prof. Loisette' s method appears to me
admirable.

I have tested it in my own case on those matters in which my mem-
ory is least trustworthy, perhaps because least exercised ; and I have
been surprised to find how easily and pleasantly I can fix such matters
in my mind, almost without an effort, yet in such a way that I am satis-
fied they are there for good. ... I have no hesitation in thor-
oughly recommending the System to all who are earnest in wishing to
train their memories effectively, and are therefore willing to take rea-
sonable pains to obtain so useful a result. R. A. Proctor.

(Quoted from Knowledge, January 25, 1884.)

Sib Edward H. Meredtth, Bart., writes, in a letter to a friend :—
The late Judah P. Benjamin, Q. C, once said to me, "Apply to
Prof. Loisette ; he gave me a new memory and his method of study
is the best 1 know of. His System is too good for the idle and frivo-
lous ; but anyone who can devote to it the smallest modicum of appli-
cation will find it easy, interesting and of the greatest value. . . .
By his System I have already learned one book in one reading, and I
intend to learn many more in the same way. . . . The lessons
have been worth hundreds of pounds to me."

Mamdalszn Lodgk, October 1, 1886.

207

BIBLIOGRAPHY OF MNEMONICS.*

1325-1888.

This Bibliography of Mnemonics, in its own field — publications in
Xatin and English f — is believed to be fairly complete, from 1325. to
1888.

Corrections of errors discovered, or additions suggested, will be grate-
fully received.

The following works have been freely consulted : " Bibliotheca Ameri-
cana," li BibHothecaBritannica J n "American Catalogue," "English Cata-
logue" Pooled Index, also the works of Feinaigle, Pick, and Middleton;
all of which contain admirable critical bibliographies, more or less ex-
tended.

In justice to the reader, a few words should be added with reference
to some of the more important books in the following list. Of Fauvel-
Gouraud's Phrenomnemotechny, the North American Review for July,
1845, said : " This is one of the most remarkable books it has ever fall-
en to our lot to examine. In style, manner, and matter, it will here-
after rank among the most curious of the curiosities of literature."
Dr. Pick's Memory and a Rational Means of Improving It needs no
commendation here. The extracts so fully quoted elsewhere amply
attest its merit. The perusal of Appleby's Loizettti* Art of If ever For-
getting Compared with Mnemonics will well repay every student of
Loisette. The author's acknowledgments are due for valuable sugges-
tions. Dr. Holbrook's How to StrengtTten the Memory, with no pretensions
as a " system," contains the latest and best yet written on the all-im-
portant subject. He quotes freely the best authorities, notably Pick,
and always with due acknowledgments. Kay's Memory : What it w,
and How to Improve it, the last fourth of which deals with the cultiva-
tion of the memory, might more appropriately be called a Cyclopedia of
Memory ; so replete is it with information on every conceivable topic
connected with memory. The broad scholarship and discriminating
judgment of the distinguished author were never more successfully en-
listed.

Prof. White's Natural Method of Memorizing and Memory Training ,
the name of which correctly characterizes it, is pre-eminently the work
of a scholar. As a System none of its predecessors is more worthy of
the careful attention of scholars, and none has been more apprecia-
tively received.

1274(?). Roger Bacon : Tractatus de Arte Memorativa. MS. at Oxford.

1325. Thomas Bradwardini Ars Memorativa, MS. Manuscript in
British Museum.

1430. Ars Memorandi Notabilis per Figuras Evangelistarum vel Mem-
oriale quatuor Evangelistarum. Small Fol. This is supposed
to be the first attempt towards a system of superficial mem-
ory.

* Works on the training of the Memory have been included, whether known as Mne-
monics or not.
t The chief works in French and German have also been included.

208

1450(?). Tractatus Artis Memorativa.

1470. Matheoli Perusini tractatus Artis Memorativae. 8°.

1475(?). Perusinua, Matt. Tractatus Clarissimi et Medica de Memo-
ria. 4°

1482. In nova mirabilique ac perfectissima Memoriae Jacobi Publicii,
prologus feliciter incipit. 4°.

1485. Publicius Jacobus: "Opera," Includes the Ars Memorativa.
Venice.

1488. Ars Memorativa per Johannem Priiss. fol. Argent.

1491. Foenix Dnni Petri Rauenatis Memoriae Magistri. 4°. Yenetiis.

1491. Petrus de Ravenna. Ars Memorativa. Went through nine edi-
tions. 4 vols. Venice.

1502. Comm. in Aristotle. Lib. Physioorum, de Anima, de Memoria,
&c.

1504. Aristotle. De Memoria et Reminiscentia. Lat. Paris.

1515. Nicholai Chappusii de mente et memoria libellus utilissimus.
4° [Paris].

1515. Jacobi Colinaei Oampani de Memoria Artificiosa compendiosum,
opusculum impressit Ascensius. 4°. [Paris] [bl. let.].

1519. Albertus Magnus. Varii Tractatus Parvi de Sensu et Sensato,
de Memoria et Reminiscentia, &c. Venice.

1523. Fries. Laurenz : A Short Advice how Memory can be Wonder-
fully Strengthened. Strasburg.

1530. Paraphrasis in Aristotelem de Memoria.

1533. De Kyrpse, Joannis Romberch : Congestorium Artificiosae Me-
moriae. Venice.

1536. Discours notables des moyens pour conserver et augmenter la
me moire. Trad, du Latin de Guill. Gratarol par Estienne Cope.
16°. Lyon.

1540. Aristotle. De Memoria et Reminiscentia, Lat., per Nic. Leoni-

cum. 8vo. Venice.

1541. Ryff, Gualth. De Memoria Artificiali et Naturali. 12mo.
1544. Memoriae Ars quae Phoenix inscribitur. 8°. Paris.

1555. De Memoria reparanda, augenda servandaque, lib. unus : et de

locali vel artificiosa Memoria lib. alter Guill. Grataroli. 8°.
Romae.

1556. Campensis, Claud. Commentarii in Aristotelis librum de Me-

moria et Recordatione. 8vo. Paris.
1566. Aristotle. De Memoria, et Reminiscentia. Gr. Lat. cum comm.

Simonis Simonii. Apud Joan. Crispinum.
1570. Artifioiosselibelkn, autore Joann. Spangenberg. Herd. 8°Wite-

berg.
1562. The Castel of Memorie by Gulielmus Gratarolus Bergoraatis,

Englyshed by William Fulwod. London.
1574. Cosmi Rosselii Thesaurus Artificiosae, Memorise. 4°. Venet.
1582. Bruno, Jordano : De Umbris Idearum. Paris.
1582. Bruno, Jordano : Ars Memoriae. 8vo. Paris.

1582. Bruno, Jordano : De Compendiosa Architectura et complementa

Artis Lullii. Parisiis.

1583. Artificiosae Memoriae Libellus Authore Thoma Watson o Oxoni-

ensi, Juris Utriusque studioso. MS.
1583 Dickson, Alexander : De Memorise virtut* Prosopopaeia. 8vo.
London.

209

1584. Dickson, Alexander : Libellus de Memoria verissima et recor-
dandi Scieutia. 12m o. London.

1591. Joan, Mich : Alberti de omnibus ingeniis augends Memoriae
liber, 4°. Bonon.

1591. Bruno, Jordano : De Imaginum et Idearum Compositione ad om-
nia inventionem et memoriae generatres, libri 8. France.

1593. Schenkel, Lamprecht : De Memoria, lib. i.

2595. Schenkel, Lamprecht : Leodii Duaci, lib. ii. Antwerpiae.

1598. Schenkel, Lamprecht : Brevis Tractatus de Utilitatibus et Ef-
fect! bas Mirabilibus Artis Memoriae. Parisiis.

1600. F. Philippi Gesvaldi Plutosotia, Patav.

16O0. Phoenix seu Artificiosa Memoria cl. I. V. D. et militia D. Petri
Ravennatis Juris Canonici olim in Patavino. 4to. Vicentae.

1602. Ars Reminiscendi Joan : Baptist® Partes Neapolitan^ 4".
Neap.

1602. Siri, Victor : Memoire Recondite dAlP anno 1601, 8 torn 4to.

1602. F. Hieronymi Marafioti Polistinensis Calabri Theologi De Arte
Reminiscentiae. 8°. Franc.

1602. Porta, John Baptista : Ars Reminiscendi. 4to. Neap.

1603. Artis Memoriae : Joh. Sp. Herd. Francof.

1607. Specimina duo Artis Memoriae exhibita Lutetias Parisiorum. 8°.

Paris.

1608. De Memoria ac Reminiscentia Disoerptatio Sempronii Lancioni

Romani ad mentem Philosophorum principum Platonis et
Aristotelis concinnata. Verona.

1609. Schenckelii Methodus de Latina Lingua intra 6 menses docenda.

8°. Argent.

1609. Cruschius, Melchior: De Memori Bona Conservanda. 8vo.

Strasburg. Witt.

1610. Schenkel, Lamprecht : Gazophylacium Artis Memorise. Argen-

torati.
1610. Job. Henr. Alstedii Theatrum Scolasticum. 8°. Strasburg.

Herborn. Contained the Gymnasium Mnemonicum.
1610. Brevis Delineatio de utilitatibus et effectibus admirabilibus Artis

Memoriae. 12°. Venet.
1610. Joh. Henr. Alstedii Systema Mnemonicum. 8°. Franc.

1610. Bruxius, Adamus. Simondes Redivivus, seu Ars Memoriae et

Oblivionis. 4to. Lips.

1611. Joh. Henr. Alsetedii. Trigae Canonicae. 8°. Franc.
1617. Fr. Mart. Ravellini Ars Memoriae. 8°. Franc.

1617. Schenckeliua detectus. seu Memoria Artificialis. Joh. Paep.
Galbaicus. 8°. Lugduni.

1617. Utriusque cosmi major is scilicet, et minoris Metaphysica, Phy-

sioa, Technica Historia, auctore Roberto Fludd. 2 torn,
fol. Openh. et Franc.

1618. Apsinis Graeci Rhetoris, de Memoria. Fed. Morell. Paris.
1618. Inaestimabilis Artis Memorandi Thesaurus. Ab Adamo Naulio.

Paris.
1618. Mnemonica, sive Ars Reminiscendi. Johan. Willisso. London.

1618. Paep, Job. EISAmrH, seu Introductio Facilis in Praxim Arti-

ficiosae Memoriae. 12mo. Lugd.

1619. Martin dommers : Gazophylacium Artis Memoriae. Venice.

1620. Ars Memorise Localis. 8°. Lips.

210

1620. D. Joannis Velasquez do Azevedo Fenix de Minerva y Arte de
Meraoria que ensenna sin maestro d prender y retenir. 4°.
Madrid.

1620. Artis Lullinae, sea Memoriae Artificialia Secretum explicitmn,
per. R. P. F. Hugonem Carbonellum. 8°. Paris.

1628. Lettera a Andrea Valieri ove si tratta della Memoria locale e

del modo faoile per acquistarla. MS.
1623. Magazin des Sciences, ou Vray 1'Art de Memoire, par Adrian le

Cuirot. 12°. Paris.
1623. Jones, John : Sacra Ars Memoriae, ad Scripfcuras Divinaa in

Promptu habandas, &c., accoinmodata. 8vo. Douay.

1629. Godoy, Jo. Gutherez de. Disputationes Philosophies et Med-

ica3 super Aristotelem de Memoria. 4to. Madrid.
1635. Traotatus de Memoria Joh. Gonradi Dannahaveri. 8°. Argent.

1639. Meyssonerus in Pentagono Philosophico-Medico, sive Arte

novas Reminiscentiae. 4°. Lugd.

1640. Ars Memorativa inventiva et applicativa Raixnundi Lullii ; 12°.

Cadom.

1641. Burke, Thos. : Scripture Inquiry, or Helps for Memory in the

Duties of Piety. 8vo. London.
1643. Arnold Backhusy: Memoria artificialia Lamberti Schenckely.

12° Colon. Agrip.
1648. von Winkelmann, Stanislaus (?) Mink. Relatio Novissima ex-

Parnasso de Arte Reminiscentiae. Giessen.
1651. Ars. Mnemonica, sive Herdsonus Bruxiatus ; vel. Bruxus Herd-

sonatus. 8°. London.
1651. Herdson, Henry: Ars MemoriaB. The Art of Iitemory. 8°.

London.

1653. Saunders, Richard : Art of Memory. London.

1654. L'GEuvre des CEuvres, ou le plus parfaict des Sciences. Ste-

ganographiques, Paulines, Armedelles, et Lullistres, par Jean

Belot. 8°. Lugduni.
1654. Fax Nova Arti Memoriae localis accensa. 8°. Lips.
1661. Mnemonica ; or the Art of Memory. John Willis. Trans, by

Sowersby. 8 \ London.
1669. Athanasii Kircheri: Ars Magna Sciendi in xii Libros Digesta.

Fol. Amstelod.
1678. Variorum de Arte Memoriae. Traotatus Sex. 8°. Leipsic.
1683. Shaw, John : The Divine Art of Memory. Trans, by Simon

Wastel. 12°. London.
1685. Wallis, John : The Strength of Memory.
1691. Leadbetter, Arthur ; Arithmetical Rules Digested for the Help

and Profit of Memory. 8vo. London.
1695. Ars Magna et admirabiiis specimenibus variis confirmata. 8°.
1697. Copia specimeniarum Artis Memoriae. 8°. Leodii.
1697. D'Assigny, Marius : Art of Memory. London.
1699. D'Assigny, Marius : Quaedam Regulae ad Imbecilles Memorias

Corroborandas. 8vo. London.

1701. Buffier, Claude : Pratique de la Memoire Artifioielle. 8 vols.

Paris..

1702. Ars Memoriae vindicate*. D. Jo. Brancacoio Panormi.
1708. Fr. Guivard : Traite de Mnemotechnie, Lille.

1715. Erhardt, Thomas : Ars Memoriae. 8 vols. 8vo.

211

1722. Falster, Christian : Memoriae Obsour&a. 8vo. Hamburg.

1723. Cannae, P. : Ph. Dissertatio Physica de Memoria. 4to. Gene-

va.

1780. Grey, Richard : Memoria Technica. 8vo. London.
1737. Lowe, Solomon : Mnemonics Delineated. 8vo. London.
1747. Dan. Geo. Morhofiii: Polyhistor Literarius Philosophicus et

practicus. 2 torn. 4to. LubecsB.
1750. Hell, Maximilian: Adjumentum Memoriae Manaale Cronologico,
Genealogico, Historioum.

1752. Hill, William : Memory of Language and Rhyming Expositor.

18mo. Is. 6d. London. .

1753. Boeder, Paulas: Memoria Ebneriana, fol. Norimb.

1757. Fairchild, A. J. : System of Acquiring the French Language.
12mo, 3s. 6d. London.

1773. Evans : The Tablet of Memory ; or, the Historian's Assistant.
12mo, Is. 6d. London.

1775. Hay: The Tutor's Observations on Memory. 8vo, Is. Lon-
don.

1781. Cartas Eruditas y Curiosaa, por D. Fr. B. J. Feyjoo : 4°. 5tom.

Madrid.
1783. Helps for Short Memory. 12mo. Cd. London.
1783. Beattie, James : Dissertations, Moral and Critical, on Memory

and Imagination. 4to. London.
1801. Graffe : Katechetisches Magazin. 8vo. Goettingen.
1804. Kastner, Chr. A. L. : Mnemonik oder System de Gedaohtniss.

Leipsio.
1804. Kastner, Chr. A. L. : Eunst der Alten. 8vo. Leipsic.
1804. Kliiber, J. S. : Compendium der Mnemonik. 4to. Palermo.
1804. Kliiber, J. S. : Mein Contingent zur Geschicht der Gedacht-

nisgubungen in den ersten jahren des 16 jahrh. Niirnberg.

1804. von Are tin, J. C. : Denksohrift fiber den wahren Begriff und

Nutzen der Mnemonik. Munich.

1805. Kastner, Chr. A. L. : Leitfaden zu einen Unterhaltung fiber de

Mnemonik. 8vo. Leipsio.
1805. Kastner, Chr. A. L. : Dessen Uebersetznng der drei Stellen bei
der Alten von der Gedachtniskunst. Leipsio.

1805. Morgenstern : De Arte veterum Mnemonica. Fol. Dorp.

1806. von Aretin, J. C. : Theorie der Mnemonik. Niirnberg.
1806. von Feinaigle, G. : Notice sur la Mnemonique. Paris.

1810. von Aretin, J. C. : Systematische Anleitung zur Theorie und

Praxis der Mnemonique. 8vo. Sulzbach.

1811. von Feinaigle, G. : Mnemonik naoh der Yorlesungen desselben.

Frankfort a. M

1811. Pupil of Feinaigle : Practisohe Gedachtniss naoh den Vorles-

ungen des Herrn Gregor von Feinaigle. Frankfort a.M.

1812. von Feinaigle, Gregor : " The New Art of Memory, to which

is prefixed some accounts of the principal systems of artificial
Memory from the earliest period to the present time." 12mo.
12s. London.
1818. Cogland, Thomas: Improved System of Mnemonics. 8vo. 9s.
London.

1813. Needham, S. : u Beminiscentia Numeraris j or, the Memory's

Assistant." 12mo. 2 vols.

212

1817. Jackson, G. : New and Improved System of Mnemonics. 4s.

London.

1818. Murden, J. R. : " Art of Memory." New York.

1823. Aime Paris and Adrien Berbrugger : * ' Resume dee diverses specu-
lations etudieesdans les cours de mnemonique." 3 fr. Paris.

1825. Exposition et pratique des procedes mnemouiques. 6 f r. Paris.

1826. Paris, Aime : M6 moire (de la).

1826. Gayton. J. R. : Memoria Philosophica. 10s. London.

1827. Paris, Aime : Lettre a M. Fred. Come, avocat et professeur de

mnemonique. Paris.

1827. Objet des cours (de mnomonique.) Paris.

1828. Paris, Aime: Premiere suite autographic d'applications speciales

de la mnemotechnique. Applications de la musique. 2fr.
Paris.
1828. Kastner, Chr. A. L. : Briefe uber die Mnemonik. Sulzbach.

1828. Peckstone, T. S. : Chronological Chart of the Patriarchs.

1829. Darby, W. : Mnemonica ; or. The Tablet of Memory.

1829. Paris, Aime : Souvenirs du cours de mnemotechnie. 2fr.

Paris.
1829. Paris, Aime : Cours de mnemotechnie. Paris.

1829. Goodluck, W. R. : View of the World.

1830. Snooke : Calendar of Memory.

1831. de Castilho : Recueils de Souvenir de Mnemotechnie. Saint

Milo.

1831. Kastner, Chr. A. L. : Mnemonices quaedam in scrip tura sacra

vestigia.

1832. Beniowski's Phrenotypics.

1834. de Castilho, A. M. & J. P. : Traite de Mnemotechnie. 6th ed.

Bordeaux.
1834. Paris, Aime: Memoire addresse . . . de mnemotechnie a

PJ&cole normale. Paris.

1834. Paris, Aime : Principes et applications diverses de la mne-

monique. 12ir. Paris.

1835. De Castilho A. M. & J. F. : Dictionnaire Mnemonique
1838. Valpy : Poetical Chronology.

1838. Jukes, Mrs. : Aids to Memory.

1839. Bern, J. : Expose General de la Methode Mnemonique Polonaise

perfectionee a Paris Paris.
1839. Knott, R. R. : New Aid to Memory. Is. London.

1841. Bassle, G. A. : System Mnemonique. London.

1842. von Mailath, Johann : Mnemonik. Vienna.

1842. Beniowski's Handbook of Phrenotypics. 4s. London.

1843. Otto, Carl (Reventlow) : Lehrbuch der Mnemotechnik. Stutt-

gart.

1843. Imeson, W. T. : Phrenotyphonicon. 6d. London.

1844. Laws. T. F. : Phrenotypics. 8vo. Manchester, England.
1844. " J. W. D. : " New Science of Artificial Memory. New York.
1844. Otto, Carl (Reventlow): Worterbuch der Mnemonick. Stuttgart

1844. Cannon. J. W.

1845. Fauvel-Gouraud, Francis: Phrenomnenotechnio Dictionary.

$1.75. New. York.
1845. Fauvel-Gouraud, Francis : Phrenomnemotechny. $2.00. New
York.

213

1845. Hallworth, T.: Rational Mnemonics.

1846. PikeR. and W. C. : Mnemonics. Boston.

1846. Harris, L. H. : Mnemonics; or, Philosophical Memory. New-
ark, Ohio.

1 846. Johnson, L. D. : Memoria Technica. Boston.

1846. Johnson, L. D. : Memoria Cyclopaedia, or the Art of Memory.
Taunton, Mass.

1846. Fowler, O. S. : Memory and Intellectual Improvement. 75a
New York.

1846. Otto, Carl (Reventlow) : Leitfaden der Mnemonik. Stuttgart.

1847. Hill, Wm. : Educational Monitor.

1848. Kothe, Hermann : Lehrbuch der Mnemotnik. Hamburg.
1848. Pick, Edward: Mnemonics and its Application to the Study of

History.
1848. Miles, Pliny : American Mnemotechny. 75c. and $1.00. New
York.

1848. Miles, Pliny ; Elements of Mnemotechny. 25a New York.

1849. Bay, William : Mnemonical Chart and Guide to the Art of Mem-

ory. New York.
1849. Hamilton's Mnemonic Chronology of British History. 7s.

London.
1849. Brayshaw, T. : Metrical Mnemonics, Applied to Geography.

12mo. 6s. London.
1852. Bradbury, H. P. : Cogland's Mnemonics. Louisville.
1852. Moigno, Abbe : Manuel de Mnemonique. Paris.
1852. Kirkman, T. P. : Mnemonic Lessons in Geometry, Algebra, and

Trigonometry. Is. 6d. London, Crosby, Lock wood & Co.

1852. Hill, Wm. : Memory of Languages. 5th ed. London.

1853. Cumming, J. G. : Chronology of Ancient History. London.

1853. Eothe, Herman : System der Mnemonick. Cassel.

1854. Eothe, Herman Katechismus der Mneraotechnik. Leipsic.
1859. Parker, L. : Key to Philosophy of Memory. New York.
1861. Bacon, J. H. : The Science of Memory. Is. 6d. London,

Bateman.
1801. Otto, Carl (Reventlow): Mneraotischer Commentar zur AUge-
meinen Weltgeschichte. Stuttgart.

1861. Pick, Edward : On Memory and Rational Means of Improving

it. 8vo. 2s. 6d. London, Triibner. (5th Ed., 1873, 12mo, Is.)

1862. Chase, S. C. : Mnemeology. Cincinn.

1862. Pick, Edward : New Methods of Studying Languages. French.

12mo. 38. 6d. London, Triibner.

1863. Jones, John : How to Remember Sermons and Lectures. Liv-

erpool.

1864. Slater, Mrs. : Sententiae Chronologicae.

1865. Stokes, William : On Memory. Is. London, Houlston & Son.

1866. Williams, Lyon : Science of Memory London, Nisbet & Co.
1866. Haney, J. C. : Art of Memory. 51 pp. 15c. New York, J. C.

Haney & Co.

1866. Stokes. William : The Divine Origin of Mnemonics. Is. Lon-
don, Houlston & Son.

1866. Girdlestone, E. D. : Memory Helped, or Dr. Grey's System ex-
plained. London.

1869. MackayAlex.: Facts and Dates. 12mo. 4s. London, Blackwood.

214

1869. MacLaren, T.: Systematic Memory. 12mo. Is. London, Pit-

man.

1870. Hill, William : Local Suggester. London.

1870. Crowther, George : Crowther's Mnemonics. London.

1873. Helton, Wm. : Memory Almanac. 6d. Liverpool.

1873. Maoauley, Jas. : Memory Helps in British History. Glasgow.

1873. Nemos, W. : Artificial Memory. San Francisco, Bancroft.

1874. Fairchild's The Way to Improve the Memory. London.

1875. Courley, W. H.

1877. Head, F. W. : Statutes by Heart. 8vo. Is. 6d. London,
Stevens & Son.

1877. Begg, E. W. : Mnemonics. $1.50. Cincinn., Chase & HalL

1877. Sayer, T. A : Aids to Memory. London, Dalby, iBbister & Co.

1877. Younghusband, J. H. : How to Remember. 2s. London.

1880. Hartley, Chas. : How to Improve the Memory. London.

1880. Laurie, Thos. : The Whole Art of Memory. London.

1880. Granville, J. M. : Secret of a Good Memory. Is. London.
Bogue.

1880. Appleby, F. : Phonetical Memory. Is. London, Pitman.

1882. Fitz- Simon, E. A. : Historical Epochs, with System of Mne-
monics. 12mo. 50c. N. Y., Taintor.

1882. Middleton, A. E. : Memory Aids and How to Use Them. Lon-
don.

1882. Wollaoott, F. C. : Phrenotyplcs ; or, The Science of Memory.
6d. London.

1882. Dalziel, Allan : Mnemonics Applied to History.

1884. Stokes William. Houlston & Sons, London. Rapid

Arithmetic. Is. Bapid Drawing. Is. Rapid Music. Part
I. Is. Memory-Aiding Music Staff. Is. Memory-Aiding
Music Scales. Is. Pocket Key-Board. Piano, <&c Is.
Pictorial Multiplication. In Book or Sheet. Is. Memory-
Aiding Extended Multiplication Table. 6d. Historical Chro-
nometer. 2nd Edition. 4to, paper case, Is. Mnemonics!
Globe. 17th Thousand. In case, coloured, Is. Memory Aids
for England and Wales. 6d. Memory Aids for Elocution. fid.
French Genders in Five Minutes. fid. German Genders sim-
plified. 6d.

1885. Miller, Adam : Mental Gymnastics. $1.00. Chicago, Miller.

1885. Middleton, A. E. : All about Mnemonics. Is. London.

1886. Appleby, F. L. : Loisette's Art of Never Forgetting compared

with Mnemonics. 6d. Pitman, London.
1886. Holbrook, M. L. : How to Strengthen the Memory. 12mo.

$1.00. New York, M. L. Holbrook.
1886. Boyd, A. S. : Modern Mnemotechny. Baltimore.
1886. Cohen, Gustavus: Memory: How to Secure and Retain it.

London.
1886. Hedley. A. P. : Natural Memory. foL 4 pp. 10s. fid.

1886. Chavauty, Abb6.

1887. Appleby. F. : Natural Memory. 15s. London.

1888. White,' W. W. : Natural Method of Memorizing and Memory

Training. $5.00. New Haven, Connecticut.
1888. Kay, David : Memory : What it is, and How to Improve it.
Post 8vo. 6s. London, Kegan Paul, Trench & Co,

215

1888. Pick, Edward : Memory and its Doctors. 18mo. Is. London,

Triibner.
N. D. Middleton, William : The Art of Memorje. 8vo. v. Copeland,

R., London.
N. D. Petrns Colonise Ars Memorativa. 4°.
N. D. Incipit Ars Memoriae Venerabilis Baldonini Sabodiensis. 4°.

Paris.
N. D. Anacardina a la Arte de Memoria.
N. D. Job. Aguilera de Arte Memoria.
N. D. Epiphami de Moirans Ars Memories admirabilis omnium nescien-

tium excedens captam.
N. D. Franc : Conti de Arte Memoriae.
N. D. Hieronymus Megiserus de Arte Memoriae.
N. D. Alvaro Ferreya de Vera : Trattato de Memoriae artificiosa.
N. D. Nelson: Memory.

N. D. Watson : Compendium Memoriae Localis. 8vo.
N. D. Copland, Robert : The Art of Memory. 8vo. London.

PERIODICAL LITERATURE.

Mnemonics, Chambers 1 Journal, 43:619 1866

Revue de Mnemonigue (Monthly), Ed. by Abbe Chavanty. 18S6

Memory, (O. A. Brownson,) Democratic Review, 12:40 1843

Southern Literary Messenger, 4:680 1838

Fraser, 29:546 1843

Museum of Foreign Literature, 5:391 1824

(J. Hamilton) Good Words, 5:148 1861

Same article, Eclectic Mag., 62:104 1838

Memory, (A. J. Faust,) AppUtorCs Jour,, 24:524 1880

K. Usher, People's Jour., 7:244. 1848

Chambers' Jour., 54:349 1877

Blackwood's, 128:421 1880

Same article, Eclectic Mag., 95:729 1867

Christian Observer, 34:517,581 1834

And Absence of Mind, All The Tear Round, 20:365. . . . 1871

And Its Caprices, IAtteUs Living Age, 34:606 1851

And the Will, LitteWs Living Age, 189:56 1878

Art of, Anorectic Mag., 4:117 1814

Art of (F. Bowen), No. Am. Rev., 61:260 1845

Art of, Chambers' Jour., 42:342 1865

Artificial (R. J. Wilmot), London Quar. Review, 9:125 . 1813

CornhiU, 29:581 1873

Same article. Eclectic Mag., 83:18 1874

Artificial, DubUn Rev., 81:172 1877

Intellectual Power, LitteWs Living Age, 84:513 1864

Curiosities of (A. Young), Lakeside. 8:128 1872

Chamber*' Jour., 51:157 1874

216

Memory, Double (G. C. Robertson), Mind, 1:552 1876

Essence of, Dublin Univ. Mag., 92:95 1878

Experiments in, Science, 6: 198

Fallacies of (F. B. Cobb), Galaxy \ 1: 149 1866

Feinaigie's New Art of, Eclectic Rev., 18:321 1813

Illusions of, CornhiU, 41:416 1879

Same article, LittdV* Living Age, 145:432 1879

Same article, Eclectic Mag., 94:686 1879

In Education, Westm., 2;393 1876

Keys of, Temple Bar, 13:202 1864

Morbid, Once a Week, 3:285 1860

Offices and Moral Uses of, Christian Exam., 56:209 1853

Of Faces, Spectator, 58:1258

Phenomena of (S. H. Dickson), Lipp., 3:189 1868

Physiological, (R. W. Brown), Sc. Am. Sup. No. 429. . . 1834

Process of (I. Orr), Am. Jour. ScL, 23:278 1832

Remarkable Cases of (W. D. Henkle), Jour. Spec.

PhUos., 5:6 1871

Retentive of (A. Bain), Fortn., 10:237 1668

Ribot(J. Sully), Mind, 6:590 1881

Training of, Science, 8:582

Tricks of, Knowledge, Jan 1888

Unconscious (G. J. Romanes), Nature, 23:285 1880

vs. Reason, TmsUy. 9:183 1871

Where and How We Remember (M. A. Starr), Pop. Sci.

Mo., 25:609 1884

Memories, Good, Every Sat., 11:618 1871

Great, Dvblin Univ. Mag. , 60:377 1862

Same article, Eclectic Mag., 57:549 1862

217

PENETRALIA.

u Professor" Loisette owed his great success in the lecture-field to
Mr. B. F. Foster, until recently his business manager, audiences were
secured for his introductory lectures such as he had never before
addressed, and his classes (which had never exceeded two or three
hundred) suddenly increased to more than a thousand. In a recent
interview with Mr. Foster it was learned that he had given up a re-
sponsible and remunerative position with one of the largest manufactur-
ing houses in Baltimore, to go with Loisette, and spent twelve weeks
in his New York office before going into the lecture-field with him.

This time was spent in thoroughly reorganizing the entire business.
In December, 1887, Mr. Foster started on the road to organize the first
class at the Michigan University, going thence to Baltimore, Detroit,
Philadelphia, and Washington.

From Loisette's contract with Mr. Foster, the following extracts are
taken: —

'* Said Foster to be employed as said Loisette's assistant in said Loi-
sette's business of teaching the * Loisettian System of Memory, 1 or
the * Art of Never Forgetting.' Said Foster to be employed either in
1 travelling for the purpose of organizing classes in such places as hold
out reasonable promise of a class of 200 or more, outside of N. Y. City,
or in the instruction of classes in New York. It is further agreed that,
as compensation for such services, said Loisette agrees to pay said
Foster one-fifth, or twenty per cent., of the total amount received
from any class organized by said Foster after the expenses of organizing
the class have been deducted."

According to Loisette's own advertisements, the classes organized by
Foster, are from December 10th to March 16th — fourteen weeks— as
follows :

Michigan University 400

Baltimore, Md 1,087

Detroit, Mich 1,005

Philadelphia, Pa 1,500

Washington, D. 1 ,100

Total number of pupils 5,092

Estimating the average expense fo r each city at $500, we have
$2,500 to deduct from $25,000, realized from 5,000 pupils at $5 each.
Of this Loisette received about $18,000 and Foster $4,500, besides ex-
penses. From this it would seem that a man must have strong reasono
for resigning a position that had paid him over $50 a day for more than
fourteen weeks, and for which he had a four years' contract.

It might also be interesting to know what induced Loisette to re-
lease a man who was putting $1,300 a week into his pocket, which he

218
had to travel only a few miles, and talk about four hours a week to

Mr. Foster is a native of Edinburgh, Scotland and is connected with
some of the best families in Great Britain. Lord Kinlooh, for many
years Lord Provost of Scotland, was his first cousin, and he numbers
among his immediate relatives the Bishop of Kildare, the Rev. Dr.
Moody Stewart, and the Sandfords, of whom Sir Herbert is well known
in America, having been British Commissioner to our Centennial in
1870. Knowing these facts, it was not surprising, on meeting Mr.
Foster, to find that he was thoroughly ashamed of ever having had any
connection with Loisette.

He entered into his engagement on representations that Loisette had
a legitimate, well-established, and permanent business, and as no one
appeared to dispute his claims, he supposed him to be the original
and gifted man be professed to be. Mr. Foster soon discovered that
he himself knew a great deal more of the *' marvellous ** system of
memory in its practical application than Loisette, who was as subject
to mind-wandering and had as poor a memory as any of the mental
wrecks whom he so vividly portrays as *' mnemonioal teachers.*' Sus-
picious of the genuineness of his claims to originality were first awak-
ened by his obvious ignorance of the matter in his own lesson papers.
For example, he pretended to teach thousands to do the Knight's tour,
although he did not know a knight's move from a pawn's. Pupils,
from time to time, called attention to the similarity of his system to
others, especially to Pick's, as set forth in " Chambers's Cyclopaedia."

When asked about these matters, Loisette's stereotyped reply was
that he had taught this system for over thirty years, and that a corre-
spondence pupil in Germany gave the ideas in question to Pick, who
came to England in 1862 and published them as his own. " The only
correlation Pick gives in his book," Loisette would say, %i he stole bod-
ily from me. All the rest is pure mnemonics, and rot. " It is interest-
ing to read the Gazette de Lyon, January 21, 1851, and the Journal des
Debate, January 24, 1854, reporting Pick's lectures before the Inspect-
ors-General of Public Education in Paris in this connection, especially
when it is known that at that time, so far from Loisette's being a mem-
ory teacher in London, he was an undergraduate at Tale College.
Moreover, we have Loisette's own testimony. In his prospectus, issued
in London in 1883, may be found these words : " Due notice will be
given in the daily newspapers of Professor Loisette's first public address
in London."

Among the unpleasant features of the office experience wan the ne-
cessity of constant and well-sustained falsehood. Loisette advertises
certain coaching papers for which pupils constantly remitted money.
As no such papers ever existed, except in his imagination, or possibly in
London, his manager wanted to return the money, but Loisette insisted
on writing to the remitter that the present edition was exhausted and
that another was in the hands of the printer, and copies would be mailed,
etc. , etc. Pupils' money was retained, and they were kept waiting for
months on such excuses, some of them, like Mr. Julius King, of Colum-
bus, Ohio, writing continuously, but in vain. Loisette's " Whist Mem-
ory " is a deception and a fraud. Mr. Foster, an expert on whist, and
on ti. A . «f *«. Whist at a Glance," soon found that the $25 course in
nothing to do with that game, but was merely a trick of re-

219

membering cards as dealt from the pack. This trick Loisette himself
was never able to do by his own system, and his pupils, if they ever
studied it at all, found it to be not only a year's solid work, but abso-
lutely worthless when learned. Discovering that Mr. Foster knew
something worth teaching about the real article of whist, Loisette pro-
ceeded to charge pupils $50 for " Whist Infereoces," intending to turn
them over to him for their training. One of these, a Mr. Dodge, of Wall
Street, insisted on personal instruction, and Loisette having pocketed
the $75 — $25 f or hi u marvellous " memory system and $50 for his
(or Foster's?) ** Whist Inferences " — tried to wheedle Mr. Foster's sys-
tem out of him for his personal use and aggrandizement.

Unfortunately his ideas were not as easily stolen as Dr. Pick's, or
this country might by this time be flooded with advertisements of
"Marvellous Whist Discovery — perfect cure for ruffing — any trump
signal learned in one evening — wholly unlike Cavendish,' * Failing to
obtain even a hint from Mr. Foster, he bought a copy of every book on
whist, and proceeded to learn the rudiments of the game, in order to
give a New York club man and an expert player fifty dollars worth of
44 inferences.' ' The outcome is not known, but the ' ' inference " is that
Loisette was obtaining money under a false pretense and that Mr.
Dodge was robbed. Loisette's cure for ** discontinuity,'' price $10,
consists in this: u Make a series of your own, consisting almost en-
tirely of exclusions." Very few fish are caught on that hook. As to
the $50 " Art of Illustration," if any one has ever been foolish enough
to subscribe for it, he can obtain a position in a dime museum on ap-
plication.

One peculiar feat of memory the " Professor " was an adept in. He
never forgot a face. So good was his memory in this respect that, if a
man whom he had never seen before came into the office with a smile,
and a " How do you do, Professor," he was always welcomed as warmly
as an old pupil. This usually evoked the question, *' Remember me,
do you?" " Why certainly ; recollect you perfectly." If the visitor
had been a pupil he was much impressed, if not, he had to listen to a
wonderful story of his marvellous resemblance to a pupil whom the
*• Professor" had not seen for twenty -two years. In Philadelphia he
tried this confidence-game style of recognition on Mr. Lum Smith of the
Herald, and of Comstock fame, at the same time refusing him a ticket to
his lectures, which he greatly regretted when he found out who he was.

Some of his talks on Memory would do credit to Baron Munchausen,
especially his u Bob Chase " story. When any one objected to his con-
tract or picked flaws in it, his invariable formula was, "Never mind t
Judah P. Benjamin drew up that contract and it has stood seven law-
suits ! '• Apart from the curious analogy between this statement and
the German proverb about a "seven in every lie," it would be interest-
ing to know why he should call on Judah P. Benjamin to draw up a
contract for him, as he was himself a lawyer by profession and prac-
tised in Nevada during the sixties. It is a poor compliment to Benja-
min's skill that the form of the contract has been altered twice within
the past two years ; the words, " in his own way in every respect" be-
ing added at 'one time, and ** heirs, executors, administrators and as-
signs" at another. Considering the "marvellous'' and "original"
improvements Loisette has made in memory-training it is not remark-
able that he can improve on Judah P. Benjamin's legal documents.

Positive information came to hand at last, in confirmation of what had
been long suspected, that Loisette was not Loisette at all. It has been
pretty conclusively proved by Appleby, that Loisette originally taught
pure and simple mnemonics, with afterward a sprinkling of Dr. Pick's
ideas t as he did not have the full benefit of the marvellous system he
now teaches until a few years ago. The following from his own pro-
spectus is peculiarly apropos : " Even if vivid imagination exist, and
extraordinary memory too, then of ttimes the so-called ' association ' does
not recall the word it was framed to recall, as happened to me— then
a practiced mnemonist," &c. It is to be feared that Loisette's many
pupils will shed tears when they hear to what a terrible extent his prac-
tice as a mnemonist has ruined his own memory, for one of the things
his associations utterly failed to recall, for the reasons stated above, was
his own name. In order that it may not be lost to posterity, we hope
some brilliant pupil will correlate it to the register of Yale College, where
it is to be found in the class of '54, thus :

Marcus Dwight Larrowe,
born at Cohocton, Steuben Co., N. Y., May 5, 1832.

President Dwight, and some, at least, of the faculty, can easily point
it out.

The final reason which induced his manager to throw up his contract,
and that in spite of the protests of his many friends that he was onlj
quarrelling with his bread and butter, is embodied in his letter of res- «
ignation, as follows:

908 Madison Ave.,
Baltimore, Md.

2olh. Apr. 188a

Prof. A. Loisette:

"Dear Sir :— -I wish to say to you that for some time past I have
felt considerable alarm regarding the character of the man I have been
engaged in introducing to the public, and this uneasiness has just cul-
minated in the information that he has paid over $1,000, either as dam-
age or hush-money, in order to keep from the public a charge which I
hoped, when I was first informed of the woman who made it, he woold
stoutly deny and defend himself against. I have for some time been
aware of rumors that he was living under a false name, and that the
whole account of himself was a series of falsehoods and misrepresenta-
tions. I have also been at Borne pains to investigate his career from the
time he was at Yale College to the time he was engaged at the Polytech-
nic in London, and the general result, coupled with my own experience
of him, has been such that I must decline, on moral grounds, to have
anything further to do with him, as I do not propose to be caught in the
branches when the tree falls. It has never yet been necessary for me
to earn a livelihood by misrepresentation or fraud, and I decline to con-
tinue in any capacity which compels me to present and introduce to the
public as a scholar, a gentleman, and a leader in the cause of education, |
one whom I know to be a humbug and a fraud. I

Respectfully,

R. F. Foster."

221

MORE LIGHT.

Loisette, 1888.
To remember proper names, cor-
relate the person's name to the
name of some peculiarity of the
person as best known, and which
you are sure to think of whenever
you think of the person.

Appleby, 1880.
Required the day of the week
for Jun. 18, 1848, date of Battle of
Waterloo. 7) 1815 (2 and 1 over;
4) 1815 (3 and 3 over (not required) ;
then 1 added to 3 = 4. Add day of
week, 18 = 22, added to key num-
ber for Jun., which is 0, gives 22,
and this divided by 7 gives 3 and 1
over, which is Sun., the answer re-
quired.

Compare Loisette's "key" for memorizing the British Regiments
with the "key" used by other mneinonists.

Revitilow, 1843.
You will give your attention to
the moral impression which the
person you meet makes on you in
relation to the physiognomy, the
deportment, and his whole man-
ner, or you will compare him to
another person, or you will look
somewhere for some physical sign,
which you will connect with the
name of the person.

Loisette, 1888.

On what day was the 18th of
Jun., 1815, the date of the battle
of Waterloo ? .

Quotient of 15 by 4 = 3 ; remain-
der, 15 by 7 = 1 ; number of the
date, 18 ; addendum for Jun. = ;
total, 22, which , divided by 7, leaves
1. Answer, first day, i.e.. Sun.

Loisette.

Other Mnemonics.

Loisette. Other Jfnemonistx.

1. Heath

Tea

11. Wetted

Date

2. Nigh

Noyea

12. Twine

Dine

3. Home

Home

13. Autumn

Time .

4. Heir

Hair

14. Tear

Dear

5. Howl

Oil

15. Hotel

Dell

6. Wage

Shoe

16. Thatch

Dish

7. Key

Key

17. Duke

Duke

8. Wave

Fee

18. Tough

Taffy

9. Bee

Bee

19. Toby

Tabby

10. Ties

Daisy
MULTIPLICA

20. Noose
TION TABLE.

Noose

Loisette, 1888.

Sayer, 1867.

13 x 11 =

143

diadem — drama

tomtit — drum

13 x 12 =

156

autonomy — tillage

tempting — delicious

13 x 13 =

169

mummy — toyshop

tomb — the ship

13 x 14 =

182

Homer — deafen

tempter — divinity

13 x 15 -

195

meal — table

tame tale— tipple

13 x 16 =

208

match — unsafe

thumb dish— insufficient

13 x 17 =

221

mica — noonday

dumb dog — noonday

13 x 18 =

224

muff — enamour

tame dove— enamoured

222

WHIST MEMORY— LOISETTE, 1888. CASTILHO, 1831.

2 8 4 6 6

7 8 9

10 Jk.

Qn. Kg

ear.

i
I

QQ
P.

Castilho,
1831. a

de t k cein si

Be h n

dis. v.

d. R,

Loisette, a

d tr ca cein si

bc h n

di 7

ra ro

1888.

or or
q quin

Diamonds.

Hearts.

Spades.

Clubs.

Caatilho.

Loisette.

Cattilho.

Loixette.

Castilho.

LoieeUe.

CastWio.

Loisette.

accroo

acquit

a?sureur

arche

aspic

apdtre

wtre

atre

decade

ducat

demeure

durd

depit

depot detour

detroit

tic

trique

terreur

tarare

tape

trepied traitre

treteau

cacao

oo3ur

quart

cape

caporal quatrain

caton

5 quarts

qninquet

5 henres

St. Remy

simple

Simplon ceintre

ceinture

cyclope

Sicile

scieur

sirop

cypres

scipfon citron

cy there

sec

secateur

seigneur

serenade

cep

sepia sceptre

seton

hoquet

hurleur

heron

hup|>e

huppe huitre

hutte

nnque

nageur

neron

rappe

rappe neutre

natte

diaque

digne

disconreur

diorama

dispute

Dieppe distrait

diete

Jk.

VAcarme

vicomte

valeur

verre

vampire

vapeur ventre

vetement

Qu.

d'accord

rack

dansenr

rare

d'api

rape dartre

rateaa

K*.

roc

railleur

ronron

rape

Europe [retour

rot*

Ail of the preceding comparisons axe taken from Appleby.

INDEX.

ABEBOftOMBTJE, 18
Abstract and concrete, 18, 32
Abstracts of books, 186
Abase of memory, 17
Almanac, 15, 144
Analysis, 86

and synthesis, higher. 147
Analytico-synthetic method, 127
Anatomy, 106, 108, 109, 112
Anecdotes, 76, 78, 157, 195
Aristophanes, quotation from, 66
Aristotle, 18
Association. 19, 45
Attention, 31, 75, 76

Bacon, quotation from, 17

Bain, Alexander, quotation from, 13, 18

" Barometer," by a lunatic laureate, 133

Bibliography of mnemonics, 207

Boat race, Oxford-Cambridge, 118, 201

Book-keeping, 155

Book, Rending of, 13, 181

Botany, 178

Bowen, Francis, quotation from, 13

British regiments, 114

Chambebs's m Encyclopaedia," quotation

from, 13
Chemistry, 66, 155
Chestnuts, 5, 76, 78, 157, 195
Circumference, ratio of, to diameter, 14, 121
Coaching papers, 167
Concurrence, 18, 19, 38, 56
Contract, 8
Conundrums, 195
Correlation, predicating, 116
Correlations, 92
Cranial nerves, names and uses of the nine

pairs of, 112

Baths, 58

of birth and death, 98
Day of the week of any date in the century,

146
Derby winners, 154, 204
Dough, dodo series, 40, 63, 68

Euclid, 152

Evolution, Spencer's definition of, 141

Spencer's definition of Kirkman's trav-
esty, 141
Exclusion, 13, 19, 83, 56

Aristotle on, 18

Pick on, 19

Faots, isolated, 90, 93

serial, 90. 100
Figure alphabet, 58

dictionary, 69

memory, 187
Figures translated into words, 73
First impression, 19, 31
Foreign words, 95
Foster, R. F., 217
French, 28, 98, 104
Fretwell, John, quotation from, 17, IS

Gkhazi, 190
Geometry, 152, 155
German, 12, 25, 97, 105
Genus and species, 18, 33
Gordian knot, 143
Greek, 66, 96, 105, 194

Heptabcht series, 44, 70

Historical events, 16, 100

History of English People. Green, 186, 187

Holbrook, M. L., 17, 18, 209

Homophone, 15, 100

Huxley, quotation from, 116

Imagination, legitimate use of, 50

Impression, first, 81

Inclusion, 13, 19, 82. 55

Interrogative analysis, 79, 103, 127, 181, 164,

202
Ireland, counties of, 180
Italian, 98

Kay, David, 209

Killick. A. H., abstract of Mill. 183
Kings of England, 20. 61, 63, 100, 216
Knight's tour, 14, 67, 200

Latin, P6, 194

Latitude and longitude, 159

Law, 160

Laws of memory, 13, 45

of recolleotive analysis, 13. 45
Learning by rote, 54
Lectures mentally reported, 197
Loisettian roll of honor, 43

spyglass, 192

watch, 158
Longest word, ancient, 66

modern, 66
Lubatic laureate, 132

224

Maolaben'8 " Systematic Memory, 11 49
Macready, anecdote* 157
Masorites, 58
Memory athletics, 43

of comprehension, 178

of retention, 178

problems of, 78

training, 17, 45
Middleton, A. K, 17
Military tactics, 18, 188, 209
Mind wandering, 74

Mnemonics, 49, 87, 101, 106, 111, 114, 176
Mnemonical picture method, 49

story method, 49
Modern words, 95
Months and days memorized, 150
More light, 221

Mother Day series, 13, 64, 80, 123
Mountains, height of, 15, 16, 64
Morse alphabet, 112
Multiplication table, 156

Names, proper, 16, 98
Numbers, 58

Otto, Carl Reventlow, 106
Oxford-Cambridge boat races, 118, 201

Penetralia, 217
Pharmaceutical preparations, 138
Physiological memory, 11
Pick, Dr. Edward, 18, 26, 106
Picture method and the key, 52
Poetry memorizing, 127
Poisons and their antidotes, 141
Precocious youth, 9, 43
Predicating correlation, 116
Presidential series, 34, 50, 62, 70, 199
Prime ministers of Victoria, 111

Prose, memorizing, 127
Psychologists, errors of, 46

Questions, 48, 71, 72, 73, 78

Ratio of circumference to diameter, 121,

203
Recollective analysis, 48, 58
Rest from work, 115
Retentiveness, 41, 117
Reventlow (Carl Otto), pupil of, 106
Riddles, 197

Rivers, length of, 15, 16, 64
Roman emperors, 151
Rote, learning by, 54
Rules for making correlations, 92

Sermons, 189, 197
Seven ages of man, 164
Similarity, 46

of sound, 83
Simple inclusion, 33
Speaking without notes, 189
Specific gravity, 66, 100
Spy-glass, Loisettion, 192
Stories, 76, 78
Story Method, 50, 51
Synonymes, 32
Synthesis, recollective, 86

Tait, C. W. A., analysis of Green's 4

tory," 186
Telegraphic alphabet, 112
Time, 168

Verbal memory, 172

Watch, Loiaettian, 158

Welsh village, name of, 66

Whole and part, 38

Wilson, Andrew, quotations from, 18

His-

District op Columbia, ss.:

6r. S. Fellotvs, being first duly sworn, deposes
and says that he has carefully examined the fore-
going volume from page 29 to page 205, and that
the same is an exact copy of Professor Alphonse
Loisettds System, entitled "Physiological Mem-
oi^y ; or, The Instantaneous Art of Never
Forgetting" as the same ivas furnished by him to
his pupils in Washington, typographical errors

alone excepted.

G. S. FELLOWS.

Subscribed and sworn to before me by the
said G. S. Fellows this 18th day of June,
A.D. 1888.

EDWARD J. STELLWAGEN,
[ l. s. ] Notary Public, etc., etc.

^^t^Z/C&^.j* S^tt-**-2e <^>L

yf^^r^^t^T

fyir

This book should be returned
the Library on or before the last da
stamped below.

A fine of five cents a day is incurred
by retaining it beyond the specified
time.

Please return promptly.,*

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